Use of Transmedia Storytelling for Teaching Teenagers

Abstract

The use of stories combined with communication and information technologies can be a solution to bring together teachers and students in the processes of teaching and learning, with a view to exploring and sharing the content more effectively. In a time of convergence and unprecedented possibilities for protecting learning experiences, the use of creative and information sharing devices is part of the participatory culture, which takes into account the characteristics of the teenage audience, who do not accept one-way teaching that is closed to opportunities for improvement. The study carried out a literature review to verify the effectiveness of using transmedia storytelling in the teaching and learning process. The results showed that many of the studies carried out have been exploratory, and as such, certain mistakes can be seen in the implementation of transmedia storytelling in the classroom, including the frequent use of stories not connected to transmedia communication. The methodology has also been employed to complement teaching based on case studies and problem solving. Even so, the use of transmedia storytelling in education does engage teachers and appears to be effective for learning.

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

“…En relación con el primero, podemos destacar que es el elemento que más directamente liga con las nMl de Jenkins et al (2009) y, en concreto, con su noción de navegación transmedia. En efecto, dentro de esta nueva alfabetización, es precisa la habilidad para saltar de medio en medio siguiendo una narración que se desarrolla de modo secuencial o multimodal en diferentes medios (Alper, 2013;Alvarez et al, 2013;Anderson, 2014;Fleming, 2013;Fraiberg, 2017;Gambarato & Dabagian, 2016;Jover et al, 2015;Kline, 2010;Munaro et al, 2016;Pence, 2012), y que puede adoptar medios analógicos y digitales, online y offline (Scolari, 2016).…”

Transmedia Storytelling and Teaching Experience in Higher Education

“…While multiplatform distribution disseminates the same product through a variety of platforms "without the content being altered, but adapted to different language-forms" (Guerrero-Pé rez, 2011, p. 98), cross-media sequentially and chronologically resorts to various platforms in order to experience the whole story (Bechmann, 2006;Bjur et al, 2014;Davidson, 2010;Noguera et al, 2014;Schrøder, 2011). Although transmedia disperses different products using diverse media-types, each piece can stand-alone and be consumed in isolation (Jenkins, 2003).…”

“…Narration (telling of stories) forms the basis of being human and is a necessary symbolic process -as through the spatial metaphor (displacement) and the dramatic metaphor (conflict)-through which a person matures or learns to mature (Gonzá lez-Requena, 1968). Currently, transmedia narrative has not only allowed for stories to not end, but also for stories to spread in an infinite manner through different platforms or mediums (Jenkins, 2003;Scolari, 2013). This way, each person can contribute something new to the construction of the 'diegesis' of a tale.…”

“…Subsequent to this, various teaching experiences have emerged in the last few years in Spain (see: Andreu-Sá nchez & Martí n-Pascual, 2014;Freitas & Castro, 2010;Herná ndez, 1998;Martos-Núñez & Martos-Garcí a, 2012;Peñalba-Garcí a, Pé rez-Bowie, & Noguerol-Jimé nez, 2013;Suá rez-Puerta, 2009). Most of them have incorporated multi-disciplinary theoretical frameworks (Grandí o, 2016), media convergence (Jenkins, 2006), the concept of 'prosumer' (Jenkins, 2003;Toffler, 1981), etc. Examples of digital and transmedia literacy are found within these projects (Grandí o, 2015;Kalogeras, 2014;Thomas et al, 2007).…”

Transmedia Storytelling Edutainment Experience in Engineering Studies

“…The traditional teaching-learning methods used in schools, colleges and universities have been challenged with the emergence of new technologies and the ubiquity of information that allows new opportunities to work with active methodologies [4]. As a result, educators have begun to explore different learning methods to meet the needs of the "new student", incorporating new inputs, media consumption and production practices, global resources, and accommodating the shift towards an environment centered more on the student [5].…”