Metasíntesis en alfabetización para el empoderamiento de grupos vulnerables

  1. Celia Camilli Trujillo 1
  2. Max Römer-Pierett 2
  1. 1 Centro Universitario Villanueva
  2. 2 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2017

Título del ejemplar: Ciudadanía crítica y empoderamiento social en la emergente cibersociedad

Número: 53

Páginas: 9-18

Tipo: Artículo

DOI: 10.3916/C53-2017-01 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Resumen

La vulnerabilidad se traduce en grupos humanos concretos que, si bien conocen lo que ocurre alrededor de ellos en materia digital, por su propia condición social y cultural están marginados y, en ese sentido, alejados del ejercicio del derecho a la información. El objetivo ha sido analizar la alfabetización crítica, mediática y digital para el empoderamiento de grupos vulnerables. La revisión sistemática de la literatura (meta-síntesis) abarca el período comprendido entre los años 1996-2016 y arrojó 202 documentos, de los cuales 117 cumplieron con los criterios de inclusión (105 investigaciones documentales y 12 estudios cualitativos). Los resultados indican que niños, adolescentes y adultos se han beneficiado y empoderado de esta alfabetización, incluso con niveles bajos de educación, con situación de desventaja económica, con altos niveles de exclusión social o cultural. Son los espacios informales los que prevalecen para esta formación mediática y digital y la reflexión sobre la necesaria alfabetización. Se analiza también en este estudio la influencia del empode¬ramiento en la esfera social y personal, y las implicaciones educativas y comunicacionales para quienes tienen la responsabilidad de empoderar. Se concluye que los grupos son vulnerables si solamente se mantienen con bajos niveles de formación y que alfabetizarlos otorga el empoderamiento requerido para la vida ciudadana.

€ Ver financiación

Información de financiación

Este estudio es resultado del Proyecto de Investigación «Programa de actividades sobre vulnerabilidad digital» (PROVULDIG) (código: H2015/HUM-3434) del Programa de I+D en Ciencias Sociales y Humanidades 2015 de la Comunidad de Madrid (España).

Financiadores

Referencias bibliográficas

  • Aabo, S. (2005). The Role and Value of Public Libraries in the Age of Digital Technologies. Journal of Librarianship and Information Science, 37, 205-211. https://doi.org/10.1177/0961000605057855
  • Aguado, G., Escofet, A., & Rubio, M. (2010). Empoderamiento, tecnologías de la información y la comunicación y género. Una aproximación conceptual, en la educación revisitada. In M.J. De-Pablos (Ed.), Ensayos de hermeneútica pedagógica (pp. 11-18). Sevilla: Arcibel. (https://goo.gl/5JrhdR) (2016-12-12).
  • Austin, E.W., Muldrow, A., & Austin, B.W. (2016). Examining How Media Literacy and Personality Factors Predict Skepticism Toward Alcohol Advertising. Journal of Health Communication, 21, 600-609. https://doi.org/10.1080/10810730.2016.1153761
  • Beck, C.T. (2001). Caring within Nursing Education: A Metasynthesis. Journal of Nursing Education, 40, 101-109. https://doi.org/10.3928/0148-4834-20010301-04
  • Blackwell. (https://goo.gl/uMrRpK) (2017-01-11).
  • Brown, S. (2016). Young Learners’ Transactions with Interactive Digital Texts Using E-Readers. Journal of Research in Childhood Education, 30, 42-56. https://doi.org/10.1080/02568543.2015.1105887
  • Buckingham, D. (2003). Media Education: Literacy and Contemporary Culture. Cambridge: UKL Polity/
  • Campbell, C., & Jovchelovitch, S. (2000). Health, Community, and Development: Towards a Social Psychology of Participation. Journal of Community and Applied Social Psychology, 10(4), 255-270. https://doi.org/10.1002/1099-1298(200007/08)10:4<255::AID-CASP582>3.0.CO;2-M
  • Castells, M. (2009). Comunicación y poder. España: Alianza.
  • Century. Macarthur Foundation White Paper. Cambridge, MA and London: The MIT Press. (https://goo.gl/e9bydT) (2016-09-26).
  • Chase, Z., & Laufenberg, D. (2011). Digital Literacies: Embracing the Squishiness of Digital Literacy. Journal of Adolescent & Adult Literacy, 54, 535-537. https://doi.org/10.1598/JAAL.54.7.7
  • Checa-Romero, M. (2016). Developing Skills in Digital Contexts: Video Games and Films as Learning Tools at Primary School. Games and Culture, 11, 463-488. https://doi.org/10.1177/1555412015569248
  • Cohen, J. (1968). Weighted Kappa: Nominal Scale Agreement Provision for Scaled Disagreement or Partial Credit. Psycological Bulletin, 70(4), 213-220. https://doi.org/10.1037/h0026256
  • Courts, P.L. (1998). Multicultural Literacies: Dialect, Discourses, and Diversity. New York: Peter Lang.
  • Critical Literacy and Civic Agency in the Digital Age. Reading & Writing Quarterly, 31, 151-167. https://doi.org/10.1080/10573569.2014.962203
  • Del-Prete, A., Calleja, C., & Cervera, M.M.G. (2011). Overcoming Generational Segregation in ICTs: Reflections on Digital Literacy Workshop as a Method. Gender, Technology and Development, 15, 159-174. https://doi.org/10.1177/097185241101500107
  • Dewey, J. (1997). Experience and Education. New York: MacMillan Publishing Co. (https://goo.gl/0sQPc7) (2017-02-22).
  • Dierdre, P. (2000). Rap and Orality: Critical Media Literacy, Pedagogy, and Cultural Synchronization. Journal of Adolescent & Adult Literacy, 44, 246-252.
  • Fleiss, J.L. (1981). Statistical Methods for Rates and Proportions. New York: John Wiley and Sons. (https://goo.gl/5XBSV2) (2016-11-08).
  • Flores-Koulish, S.A., Deal, D., Losinger, J., McCarthy, K., & Rosebrugh, E. (2011). After the Media Literacy Course: Three Early Childhood Teachers Look Back. Action in Teacher Education, 33, 127-143. https://doi.org/10.1080/01626620.2011.569308
  • Freire, P. (1970). Pedagogy of the Oppressed. London: Penguin.
  • García, A., Mirra, N., Morrell, E., Martínez, A., & Scorza, D.A. (2015). The Council of Youth Research:
  • Garmezy, N. (1991). Resilience in Children's Adaptation to Negative Life Events and Stressed Environments. Pediatric Annals, 20, 459-466. https://doi.org/10.3928/0090-4481-19910901-05
  • Gértrudix-Barrio, F., Gálvez, C., Said-Hung, E., & Durán-Medina, J. (2016). Digital Literacy, Media Literacy and Open Data. Revista Latinoamericana de Tecnología Educativa, 15, 113-121. https://doi.org/10.17398/1695-288X.15.2.113
  • Giddens, A. (2007). Sociología. Madrid: Alianza.
  • Gilster, P. (1997). Digital Literacy. New York: John Wiley.
  • Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine Publishing Company.
  • Gozálvez-Pérez, V., & Contreras-Pulido, P. (2014). Empowering Media Citizenship through Educommunication [Empoderar a la ciudadanía mediática desde la educomunicación]. Comunicar, 42, 129-136
  • Hobbs, R. (1998). The Seven Great Debates in the Media Literacy Movement. Journal of Communication, 48, 16-32. https://doi.org/10.1111/j.1460-2466.1998.tb02734.x
  • Iqbal, J., Hardaker, G., Sabki, A.A., & Elbeltagi, I. (2014). The Face of Digital Literacy for Muslim Teenage Girls: A Comparative Study of Bradford Muslim Girl Schools. International Journal of Inclusive Education, 18, 1283-1303. https://doi.org/10.1080/13603116.2014.895430
  • Jenkins, H. (2006a). Confronting the Challenges of Participatory Culture: Media Education for the 21st
  • Jenkins, H. (2006b). Convergence Culture: Where Old and New Media Collide (Vol. 26). New York: New York Press University. (https://goo.gl/qAabC6) (2016-12-01).
  • Jenkins, H. (2010). Transmedia Storytelling and Entertainment: An Annotated Syllabus. Continuum, 24, 943-958. https://doi.org/10.1080/10304312.2010.510599
  • Jensen, L.A., & Allen, M.N. (1996). Meta-Synthesis of Qualitative Findings. Qualitative Health Research, 6, 553-560. https://doi.org/10.1177/104973239600600407
  • Kapitzke, C., Bogitini, S., Chen, M., MacNeill, G., Mayer, D., Renshaw, P. (2001). Weaving Words with the Dreamweaver: Literacy, Indigeneity, and Technology. Journal of Adolescent & Adult Literacy, 44, 336-346.
  • Kesler, T., Tinio, P.P.L., & Nolan, B.T. (2016). What's Our Position? A Critical Media Literacy Study of Popular Culture Websites with Eighth-Grade Special Education Students. Reading & Writing Quarterly, 32, 1-26. https://doi.org/10.1080/10573569.2013.857976
  • Kim, G.M. (2016). Transcultural Digital Literacies: Cross-Border Connections and Self-Representations in an Online Forum. Reading Research Quarterly, 51, 199-219. https://doi.org/10.1002/rrq.131
  • Lee, L., & O'Rourke, M. (2006). Information and Communication Technologies: Transforming Views of
  • Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry (Vol. 9). Newbury Park, CA: Sage.
  • Literacies in Early Childhood Settings. Early Years, 26, 49-62. https://doi.org/10.1080/09575140500507835
  • Livingstone, S. (2004). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7, 3-14. https://doi.org/10.1080/10714420490280152
  • Livingstone, S. (2009a). Children and the Internet. Great Expectation, Challenging Realities. Cambridge: Polity Press.
  • Livingstone, S. (2009b). On the Mediation of Everything: ICA Presidential Address 2008. Journal of Communication, 59, 1-18. https://doi.org/10.1111/j.1460-2466.2008.01401.x
  • Lopez, L., & Aguaded, M.C. (2015). La docencia sobre alfabetización mediática en las facultades de comunicación y educación [Teaching Media Literacy in Colleges of Education and Communication]. Comunicar, 44, 187-195. https://doi.org/10.3916/C44-2015-20
  • Mucchi, A., Pacilli, G., & Pagliaro, S. (2013). L’influenza sociale. Bologna: Il Mulino.
  • Nat, T.K.C. (2012). Multimodal Hip Hop Productions as Media Literacies. The Educational Forum, 76, 497-509. https://doi.org/10.1080/00131725.2012.708617
  • Nelson, A.M. (2002). A Metasynthesis: Mothering Other-Than-Normal Children. Qualitative Health Research, 12, 515-530. https://doi.org/10.1177/104973202129120043
  • Noblit, G., & Hare, R. (2001). Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage Organización de las Naciones Unidas. (1948). Declaración universal de los derechos humanos. (https://goo.gl/fDujhh) (2017-05-14).
  • Oxaal, Z., & Baden, S. (1997). Gender and Empowerment: Definitions, Approaches and Implications for Policy. Brighton, UK: BRIDGE (development - gender) Institute of Development Studies.
  • Phillippi, A., & Avendaño, C. (2011). Empoderamiento comunicacional: competencias narrativas de los sujetos [Communicative Empowerment: Narrative Skills of the Subjects]. Comunicar, 36, 61-68. https://doi.org/10.3916/C36-2011-02-06
  • Quarshie, S.B. (2004). Genre, Medium, and Learning to Write: Negotiating Identities, Enacting School-Based Literacies in Adulthood. Journal of College Reading and Learning, 34, 75-96. https://doi.org/10.1080/10790195.2004.10850163
  • Reynolds, R., & Chiu, M.M. (2013). Formal and Informal Context Factors as Contributors to Student Engagement in a Guided Discovery-Based Program of Game Design Learning. Learning, Media and Technology, 38, 429-462. https://doi.org/10.1080/17439884.2013.779585
  • Rodesiler, L. (2010). Empowering Students through Critical Media Literacy: This Means War. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83, 164-167. https://doi.org/10.1080/00098650903505464
  • Ryan, V.J. (2014). The Role of After-School Digital Media Clubs in Closing Participation Gaps and Expanding Social Networks. Equity & Excellence in Education, 47, 78-95. https://doi.org/10.1080/10665684.2013.866870
  • Sandelowski, M., & Barroso, J. (2003). Creating Metasummaries of Qualitative Findings. Nursing Research, 52, 226-233. https://doi.org/10.1002/(SICI)1098-240X(199708)20:4<365::AID-NUR9>3.0.CO;2-E
  • Semali, L., & Hammett, R. (1998). Critical Media Literacy: Content or Process? Review of Education, Pedagogy, and Cultural Studies, 20, 365-384. https://doi.org/10.1080/1071441980200406
  • Sperry, C. (2006). Seeking Truth in the Social Studies Classroom: Media Literacy, Critical Thinking and Teaching about the Middle East. Social Education, 70, 37-43.
  • Sun, L.S., Basnyat, I., Vadrevu, S., & Chan, Y.H. (2013). Critical Literacy, Self-Protection and Delinquency: The Challenges of Participatory Media for Youths At-Risk. Learning, Media and Technology, 38, 145-160. https://doi.org/10.1080/17439884.2013.756515
  • Tan, E. (2013). Informal Learning on Youtube: Exploring Digital Literacy in Independent Online Learning. Learning, Media and Technology, 38, 463-477. https://doi.org/10.1080/17439884.2013.783594
  • Underwood, C., Parker, L., & Stone, L. (2013). Getting it together: Relational Habitus in the Emergence of Digital Literacies. Learning, Media and Technology, 38, 478-494. https://doi.org/10.1080/17439884.2013.770403
  • UNESCO. (2011). Alfabetización mediática e informacional. Curriculum para profesores. (https://goo.gl/UnJHk1) (2017-05-14).
  • Walsh, D., & Downe, S. (2005). Meta-Synthesis Method for Qualitative Research: A Literature Review. Journal of Advanced Nursing, 50, 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
Fuente de los datos: Dialnet