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This paper presents the main findings of an action-research study that took place in seven European countries in order to develop effective educational responses to prevent and combat discrimination. The study entailed the design of media and citizenship education activities, their implementation in the different educational contexts and the evaluation of their effectiveness in raising young people’s awareness of discrimination. The results of the study shed light both on the advantages and constraints of educational practice, variations that often depend on the specific cultural and social context. On the one hand, the analysis and the evaluation of educational experiences suggest that critical media literacy can enable the development of critical reading/viewing skills as well as acts of participatory and inclusive citizenship that question derogative and essentialist media representations of the Other. On the other hand, the results highlight the difficulty of promoting young people’s awareness of discrimination through active methods of teaching and learning or through media content which is far from young people’s experience, interests and concerns. [ABSTRACT FROM AUTHOR]

In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits of Italian students of licei classici (Italian classical high schools) to cope with these new formative contexts that are arising. For this purpose, different quantitative instruments (from the field of attitudes, digital skills and multitasking, and corresponding to the transmedia sphere) were administered to 400 students (N = 400). The results show that most young people have access to devices and that they prefer the mobile ones when consuming or creating content on the net. Moreover, although they are inclined towards transmedia practices, they have some difficulties in becoming creative agents collaborating and fully participating in digital citizenship. [ABSTRACT FROM AUTHOR]