Transmedia literacy in the new media ecologyTeens’ transmedia skills and informal learning strategies

  1. Carlos A. Scolari 1
  2. Maria-Jose Masanet 1
  3. Mar Guerrero-Pico 1
  4. María-José Establés 1
  1. 1 Universitat Pompeu Fabra
    info

    Universitat Pompeu Fabra

    Barcelona, España

    ROR https://ror.org/04n0g0b29

Revista:
El profesional de la información

ISSN: 1386-6710,  1699-2407

Ano de publicación: 2018

Título do exemplar: Infomediación y automatización

Volume: 27

Número: 4

Páxinas: 801-812

Tipo: Artigo

DOI: 10.3145/EPI.2018.JUL.09 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: El profesional de la información

Resumo

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception –‘transmedia literacy’– that moves from traditional media literacy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme.

€ Ver financiamento

Información de financiamento

This project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under Grant Agreement No 645238.

Financiadores

Referencias bibliográficas

  • Anderson, Lorin; Krathwohl, David (eds.) (2001). A taxo­nomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman. ISBN: 978 0 801319037
  • Bell, Philip; Lewenstein, Bruce; Shouse, Andrew; Feder, Michael (eds.) (2001). Learning science in informal environ­ments: people, places, and pursuits. Washington, DC: National Research Council. ISBN: 978 0 309119559
  • Black, Joanna; Castro, Juan-Carlos; Lin, Ching-Chiu (2015). Youth practices in digital arts and new media: Learning in formal and informal settings. New York: Palgrave. ISBN: 978 1 137475176
  • Bloom, Benjamin (ed.) (1956). Taxonomy of educational ob­ jectives: The classification of educational goals. Handbook I: Cognitive domain. New York and Toronto: Longmans, Green. ISBN: 978 0582280106 https://goo.gl/QfnJYx
  • Boyd, Danah (2014). It’s complicated: The social lives of ne­tworked teens. London/New Haven: Yale University Press. ISBN: 978 0 300199000
  • Buckingham, David (2006). “Defining digital literacy. What do young people need to know about digital media?”. Digi­tal kompetanse. Nordic journal of digital literacy, v. 1, n. 4, pp. 263-276. https://goo.gl/58fXPr
  • Conlon, Thomas (2004). “A review of informal learning literature, theory and implications for practice in developing global professional competence”. Journal of European in­dustrial training, v. 28, n. 2/3/4, pp. 283-295. https://doi.org/10.1108/03090590410527663
  • Coombs, Philip; Ahmed, Manzoor (1974). Attacking rural poverty: How non-formal education can help. Baltimore, MA: Johns Hopkins University Press. ISBN: 0801816009 https://goo.gl/EttGsz
  • Dans, Enrique (2017). “Jóvenes y redes sociales. Más complejo de lo que parece”. Telos, v. 107, pp. 95-97. https://www.enriquedans.com/wp-content/uploads/2017/10/ Jovenes-y-redes-sociales-Telos107.pdf
  • EAVI/DTI/OII (2011). Testing and refining criteria to assess media literacy levels in Europe. Final report. EAVI, Danish Tech Institute, Oxford Internet Institute. http://ec.europa.eu/culture/media/media-content/medialiteracy/studies/final-report-ml-study-2011.pdf
  • Ferrés-Prat, Joan (2008). La educación como industria del deseo. Un nuevo estilo comunicativo. Barcelona: Gedisa. ISBN: 978 84 97842884
  • Ferrés-Prat, Joan (2014). Las pantallas y el cerebro emocio­nal. Barcelona: Gedisa. ISBN: 978 84 97848053
  • Ferrés-Prat, Joan; Masanet, Maria-José (2017). “Communication efficiency in education: Increasing emotions and storytelling”. Comunicar, v. XXV, n. 52, pp. 51-60. http://dx.doi.org/10.3916/C52-2017-05
  • Ferrés-Prat, Joan; Piscitelli, Alejandro (2012). “Media competence. Articulated proposal of dimensions and indicators”. Comunicar, v. 38, pp. 75-82. https://doi.org/10.3916/C38-2012-02-08
  • Hartley, John (2009). “Uses of YouTube. Digital literacy and the growth of knowledge”. In: Burgess, Jean; Green, Joshua (eds.), YouTube: Online video and participatory culture. Cambridge, UK: Polity, pp. 126-143. ISBN: 978 0 745644790
  • Ito, Mizuko; Baumer, Sonja; Bittanti, Matteo; Boyd, Danah; Cody, Rachel; Herr-Stephenson, Becky; Horst, Heather A.; Lange, Patricia; Mahendran, Dilan; Martínez, Katynka Z.; Pascoe, Cheri-Jo; Perkel, Dan; Robinson, Laura; Sims, Christo; Tripp, Lisa (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: The MIT Press. ISBN: 978 0 262013369 https://dmlcentral.net/wp-content/uploads/files/Hanging_ Out.pdf
  • Jenkins, Henry (2003). “Transmedia storytelling”. MIT tech­nology review, January 15th. http://www.technologyreview.com/biomedicine/13052
  • Jenkins, Henry (2006). Convergence culture. Where old and new media collide. New York, NY: New York University Press. ISBN: 978 0 814742952 https://goo.gl/AvrMUA
  • Jenkins, Henry; Clinton, Katie; Purushotma, Ravi; Robison, Alice; Weigel, Margaret (2006). Confronting the challenges of participatory culture: Media education for the 21st Cen­ tury. Chicago (IL): MacArthur Foundation. https://www.macfound.org/media/article_pdfs/JENKINS_ WHITE_PAPER.PDF
  • Knowles, Malcolm S. (1950). Informal adult education. New York, NY: Association Press.
  • Lange, Patricia; Ito, Mizuko (2010). “Creative production”. In: Ito, Mizuko; Baumer, Sonja; Bittanti, Matteo; Boyd, Danah; Cody, Rachel; Herr-Stephenson, Becky; Horst, Heather A.; Lange, Patricia; Mahendran, Dilan; Martínez, Katynka Z.; Pascoe, Cheri-Jo; Perkel, Dan; Robinson, Laura; Sims, Christo; Tripp, Lisa (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: The MIT Press, pp. 243-293. ISBN: 978 0 262013369
  • Livingstone, Sonia (2004). “Media literacy and the challenge of new information and communication technologies”. The communication review, v. 7, n. 1, pp. 3-14. http://eprints.lse.ac.uk/1017 https://doi.org/10.1080/10714420490280152
  • Livingstone, Sonia (2016). Method guide 1. A framework for researching global kids online Understanding children’s well-being and rights in the digital age. London: LSE / EU Kids Online. http://eprints.lse.ac.uk/71254
  • Livingstone, Sonia; Bober, Magdalena; Helsper, Ellen (2005). Internet literacy among children and young people: Findings from the UK Children go online project. London: LSE Research Online. http://eprints.lse.ac.uk/397/1/UKCGOonlineLiteracy.pdf
  • Livingstone, Sonia; Haddon, Leslie (2009). EU kids online: Final report. London: London School of Economics and Political Science; EU Kids Online. https://goo.gl/kTYWcK
  • Livingstone, Sonia; Sefton-Green, Julian (2016). The class. Living and learning in the digital age. New York: NYU Press. ISBN: 978 1 479824243
  • Masanet, Maria-José (2016). “Pervivencia de los estereotipos de género en los hábitos de consumo mediático de los adolescentes: drama para las chicas y humor para los chicos”. Cuadernos.info, v. 39, pp. 39-53. https://doi.org/10.7764/cdi.39.1027
  • Pink, Sarah; Ardévol, Elisenda (2018). “Ethnographic strategies for revealing teens’ transmedia skills and practices”. In: Scolari, Carlos A. (ed.). Teens, media and collaborative cultures: exploiting teens’ transmedia skills in the classroom, pp. 108-117. Barcelona: Transmedia Literacy H2020 Research and Innovation Action / Universitat Pompeu Fabra. ISBN: 978 84 697 9843 0
  • Pink, Sarah; Morgan, Jennie (2013). “Short-term ethnography: intense routes to knowing”. Simbolic interaction, v. 36, n. 3, pp. 351-361. https://doi.org/10.1002/symb.66
  • Potter, W. James (2004). Theory of media literacy: A cogni­tive approach. Thousand Oaks, CA: SAGE Publications. ISBN: 978 0 761929529
  • Potter, W. James (2005). Media literacy. Thousand Oaks, CA: Sage. ISBN: 9781452206257
  • Prensky, Mark (2001a). “Digital natives, digital immigrants. Part 1”. On the horizon, v. 9, n. 5, pp. 1-6. https://goo.gl/KMK7vW https://doi.org/10.1108/10748120110424816
  • Prensky, Mark (2001b). “Digital natives, digital immigrants. Part 2: Do they really think differently?”. On the horizon, v. 9, n. 6, pp. 1-6. https://goo.gl/VJCiSd https://doi.org/10.1108/10748120110424843
  • Scolari, Carlos A. (2009). “Transmedia storytelling: Implicit consumers, narrative worlds, and branding in contemporary media production”. International journal of communication, v. 3, pp. 586-606. http://dx.doi.org/1932-8036/20090586
  • Scolari, Carlos A. (2013). Narrativas transmedia. Cuando todos los medios cuentan. Barcelona: Deusto. ISBN: 978 84 23413362
  • Scolari, Carlos A. (2016). “Alfabetismo transmedia. Estrategias de aprendizaje informal y competencias mediáticas en la nueva ecología de la comunicación”. Telos, n. 103, pp. 12-23.
  • Scolari, Carlos A. (ed.) (2018). Teens, media and collaborative cultures: exploiting teens’ transmedia skills in the classroom. Barcelona: Transmedia Literacy H2020 Research and Innovation Action / Universitat Pompeu Fabra. ISBN: 978 84 697 9843 0
  • Sefton-Green, Julian (2003). “Informal learning: substance or style?”. Teaching education, v. 14, n. 1, pp. 37-52. https://doi.org/10.1080/10476210309391
  • Sefton-Green, Julian (2006). Report 7. Literature review in informal learning with technology outside school. London: Future Media Lab. ISBN: 0 9544695 7 7 https://www.nfer.ac.uk/publications/FUTL72/FUTL72.pdf
  • Sefton-Green, Julian (2013). Learning at not-school: A review for study, theory and advocacy for education in non-formal settings. Cambridge, MA: MIT Press. ISBN: 978 0 262518246
  • Shaw, Lindsay; Gant, Larry (2002). “Users divided? Exploiting the gender gap in Internet use”. CyberPsychology & be­ havior, v. 5, n. 9, pp. 517-527. https://doi.org/10.1089/109493102321018150
  • Van-Deursen, Alexander; Helsper, Ellen; Eynon, Rebecca (2015). “Development and validation of the Internet skills scale (ISS)”. Information, communication & society, v. 19, n. 6, pp. 804-823. http://eprints.lse.ac.uk/64485/ https://doi.org/10.1080/1369118X.2015.1078834
  • Weiser, Eric (2004). “Gender differences in Internet use patterns and internet application preferences: A two-sample comparison”. CyberPsychology & behavior, v. 3, n. 2, pp. 167-178. https://doi.org/10.1089/109493100316012
Fonte de datos: Dialnet