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Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The complex application of Internet didactics (wiki, film, site, blog, webinarodactics) and electronic libraries in modern domestic university education is described. It is shown that this approach strengthens the effect of each component (component) of Internet didactics. At the same time, their combination is chosen by the teacher in a certain individual case. The conditions for the successful implementation of such synergy are the availability of the primary professional source base of the educational process, material, technical and software support for «teacher-student» communication, and the creation and use of video, audio, and text information. The media literacy of both sides is ensured in advance – both teaching staff and students; at the same time, the teaching staff, as well as employers, are expected not only to possess the equipment and technology of the online teaching process but also to create the products themselves – educational films, websites, blogs, webinars, Wikipedia articles, etc. A synergistic combination of scientific research and the educational process is important for a student, which can be optimally achieved by bringing the student and the university closer to the employer. For a teacher, the complexity of his professional activity at the university with «inclusion» in the global scientific and teaching environment is important – due to the presence of the teacher’s (scientist’s) work in international scientometric databases, libraries, at the sites of scientific conferences, symposia, etc. So, the complex effect of the use of wiki, film, site, web didactics and electronic libraries in modern domestic university education and science has the following components: - firstly, to increase the effectiveness of online education, the teacher simultaneously uses wiki-, film-, site-, blog-, and webinar-didactics in the most effective combination for his subject; - secondly, the conditions for the successful implementation of such synergy are the presence of a primary professional source base of the educational process, material, technical and software support for «teacher-student» communication; - thirdly, it is necessary to ensure the media literacy of both parties beforehand; - fourthly, a synergistic combination of scientific research and the educational process is important for a student; - fifthly, it is important for a teacher to synergistically combine his professional activity with «inclusion» in the global scientific and teaching environment.

The authors suggest introducing the concept "psychological media competence" into psychological terminology. It has become necessary because of the new demands on the professional abilities of an educational psychologist in the new conditions when human development and education are greatly mediated by the new digital media: the Internet and TV. The article stresses the importance of diagnosing the professional competence of a psychologist that enables him/her to understand the mechanisms of a personality's formation in a media environment; to define the psychological potential of media content: developing or destructive; to regulate media communication which involves children; and to prepare other participants in the educational process: teachers, children and their parents for the productive and safe functioning in a media environment. The article presents a comparative analysis of the concepts semantically related to "psychological media competence": "media competence", "psychological competence" "psychological culture" and "media culture" and defines their place in a metalevel model of psychological media competence. The article studies the components of "media competence" and its levels. It also proposes methods of investigating a psychologist's readiness to fulfill his/her functions in a media environment. It shows the necessity of an interdisciplinary approach and integration of propositions of different psychological paradigms to the solution of the tasks of personality development in a media environment. The article presents a theoretical description of "psychological media competence", which, according to the authors, will make it possible to carry out its operationalization, to elaborate programs of development and methods of diagnosing the psychological media competence of participants in the educational process, thus contributing to its effectiveness. [ABSTRACT FROM AUTHOR]

The development of media and digital competences among the new generations is a requirement for their democratic participation in today's technological society. This article takes an approach to young people's perception of their own media competence, based on their comments on the use and sense of consumption of social media. The results of 14 focus groups (N= 83) of young people from three Spanish regions between 12 and 18 years of age are presented. Based on two theoretical models, a content analysis considering gender and age was carried out using Atlas.Ti software. The results indicate a greater presence of the Interaction dimension among girls and of Production and Dissemination among boys, and in general a familiarisation with preventive measures on safety on the networks and a review of the media diet, up to the age of 12-13. The adolescents themselves identify how, from this age onwards, the use of social networks is amplified and point out difficulties in self-management well into the university stage (18 years old). Although the participants show a high level of knowledge of social media marketing strategies and influencers' "authenticity" tactics, they recognise that they are driven by the search for entertainment and a need for approval from their peers in the digital space. Based on the results, we identify the need for further research in the period between 12-13 and 14-16 years of age in relation to the paradox between adolescents' conviction of their expertise in certain dimensions of media competence and their poorly reflective and critical consumption. [ABSTRACT FROM AUTHOR]

The development of media and digital competences among the new generations is a requirement for their democratic participation in today's technological society. This article takes an approach to young people's perception of their own media competence, based on their comments on the use and sense of consumption of social media. The results of 14 focus groups (N= 83) of young people from three Spanish regions between 12 and 18 years of age are presented. Based on two theoretical models, a content analysis considering gender and age was carried out using Atlas.Ti software. The results indicate a greater presence of the Interaction dimension among girls and of Production and Dissemination among boys, and in general a familiarisation with preventive measures on safety on the networks and a review of the media diet, up to the age of 12-13. The adolescents themselves identify how, from this age onwards, the use of social networks is amplified and point out difficulties in self-management well into the university stage (18 years old). Although the participants show a high level of knowledge of social media marketing strategies and influencers' "authenticity" tactics, they recognise that they are driven by the search for entertainment and a need for approval from their peers in the digital space. Based on the results, we identify the need for further research in the period between 12-13 and 14-16 years of age in relation to the paradox between adolescents' conviction of their expertise in certain dimensions of media competence and their poorly reflective and critical consumption. [ABSTRACT FROM AUTHOR]

Copyright of Annals of Cultural Studies / Roczniki Kulturoznawcze is the property of John Paul II Catholic University of Lublin, Institute of Cultural Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Sustainable Development Goals (SDGs) occupy more and more space in organizations' speeches, but their inclusion in the business strategy depends on the creation, or the strengthening, of organizational cultures capable of supporting their execution. Sustainability represents a paradigm change that requires new thoughts and behaviors and it is essential to consider the role of organizations in building new practices that meet society's demands in face of the worsening of global environmental issues. We understand that in order to create cultures of sustainability it is essential to involve the internal public, especially when we consider the implementation of broader strategies, as is the case of the SDGs in the organizational context. Internal communication plays an important role in the processes of cultural change and also has an educational role, especially when we consider digital environments whose impacts are increasingly present in the routine, processes, dynamics and cultures of organizations. Thinking about communication in this context requires considering technological changes and the impacts that the digital environment imposes on communicative and educational processes. Communication acceleration and the centrality of digital networks in a connected society alter not only social relations, but also those with knowledge, expand learning possibilities and reinforce the importance of developing the necessary skills for critical thinking, citizenship and learning throughout life. This article aims to present results of theoretical-empirical research, articulated from an exploratory perspective, which had as its methodological strategy the single case study incorporated with multiple units of analysis. This is a master's level research and in this article we present part of the results that refer to the articulation between media competence and sustainability. The organization chosen for the research is a large company in the services sector that has been on the financial market for over twenty years and works intensively with information and communication. The survey was disseminated through the organization's internal communication channels and 223 people voluntarily participated. For data gathering, an online questionnaire was used, which served not only as an instrument for that purpose, but also as an educational proposal based on the articulation of skills, aiming to raise awareness among the internal public about the SDGs. Dimensions and indicators of media competence (Ferrés & Piscitelli, 2015), competences for sustainability (Unesco, 2017) and their interrelationship with information and media competence indicators (Belluzzo, 2018) were chosen, associated with SDG 12 - Responsible Consumption and Production (Un, 2015). Based on this direction, videos and images associated with SDG 12 were selected and the questions were prepared based on the different indicators of media competence in order to understand the participants' perception of the content from the perspective of reception, appropriation, use and sharing of messages. The research results suggest that the educational proposal developed represents a relevant methodology for training the internal public, as it enables the articulation of different themes of interest to organizations, constituting a proposal that can promote awareness, learning and cultural change, the insertion of the SDGs in the organizational environment in addition to contributing to corporate educational programs. By associating media competence and sustainability to develop educational proposals for the internal public, it is expected to contribute not only to the elucidation of themes related to the SDGs, but above all to favor the critical understanding of informational and symbolic content and stimulate new thoughts and behaviors that go beyond the context of the organization to reflect on the individual's daily experience. [ABSTRACT FROM AUTHOR]

Copyright of Edmetic: Revista de Educación Mediática y TIC is the property of EDMETIC Revista de Educacion Mediatica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Esferas is the property of Esferas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we aim to contribute to the theoretical conceptualisation and praxis of development education and global learning by engaging with recent discussions in the areas of ecocriticism, ecological literacy and posthumanism. Employing a pedagogical approach that is learner-centred and participatory, and that prepares learners to question dominant, globally relevant social norms, development education and global learning empower learners to be active global citizens. In congruence with this approach, we discuss the transformative pedagogical strategies employed in an innovative transdisciplinary course on the climate crisis jointly offered online by two institutions of higher learning in the US and Germany. We explore the philosophical and pedagogical stakes of this process-oriented, inquiry-based and immersive teaching intervention, and its logistical and organisational parameters, educational goals, course content and methodology, as well as some course specifics and impact. Adopting a critical pedagogical approach to climate change as a central global issue, our conceptualisation blends a focus on critical media skills (ecocriticism) with a posthumanist critique of dominant anthropocentric views of the more-than-human world. Centrally linking ontological, cultural and linguistic diversity in both curriculum design and pedagogy, this approach encourages learners to develop the transcultural skills needed to effect positive change on a local and global scale.

AbstractClassroom videos are effective in teacher education, allowing students to repeatedly observe authentic lessons without being physically present. This study investigates the extent to which this authenticity exists, given the influence of media technology (e.g. recording devices) inside the classroom and the online reception of such methods outside the classroom. From the perspective of media studies, this influence is evident; nevertheless, it is rarely examined in teacher training. This deficiency was addressed using a compact online survey. The results showed that student teachers’ media competence is not very well-developed under this media studies focus. Approximately half the respondents did not realize that recorded classroom situations differed from non-recorded ones; additionally, none stated that their own perception of these situations online via video is very different from that on site in the classroom. However, the survey represents a compact method for triggering students’ media studies reflection using the example of videography and training them in the critical use of media.

The aim of this research is to identify the differences in access to technologies and digital skills of the population according to their socioeconomic characteristics and to analyse the opportunities offered by new emerging learning environments to promote the social inclusion of vulnerable groups. The digital divide is defined as inequality in the access, use, or impact of information and communication technologies (ICT), and, to address it, it is necessary to build on the conceptual frameworks developed in research to date. This study seeks to 1) identify the main difficulties in digital access and skills and 2) explore what the adoption, design, development, and adaptation of emerging learning technologies mean for the most disadvantaged groups. A quantitative, research design was used. The results obtained show that there are differences in digital skills and access according to education and income level. Different statistical analyses were used, such as non-parametric tests and tests of association between variables. The survey was carried out on a proportional sample of 400 people in La Rioja (Spain). Data was collected through online and face-to-face surveys. A quantitative approach was implemented in the first phase. In the second phase, students of the Social Work degree programme, social work professionals, and users of the Senior Citizens' Center (older adults) were included. The qualitative research is based on the development of digital literacy, which seeks to test and provide new insights into the use of innovative learning-teaching methodologies, with digital materials (micro videos), to promote the use and knowledge of ICT as a means of bridging social (as well as digital) divides.

Collage was already used as a systematic design technique at the Bauhaus to sensitize students to questions of picture syntax and to guide them to experimental work. Later, Werner Schriefers developed a basic teaching method based largely on collage, from which examples of its use in the classroom are given in this article. This applies in particular to a task rich in variations, which demands a combination of pictorial thinking and calculated planning. It is shown that in view of media competence that is so important today, collage work in the classroom makes more sense than ever. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the analysis of innovative approaches used in the contemporary media industry and media education. The research is based on a critical analysis of scientific literature, both national and foreign, that point out the facts of the beginning of the use of innovative technologies in the work of editorial boards in the last 5 years, as well as trends in the development of the media sphere, positive and negative factors that affect the quality of the information product. Researchers mainly point out in their articles the trend of the increase of the role of mass media in the society as well as the increase of their influence on the government, social institutions and social groups. Experts also emphasize that the media agenda, professionally generated by communicators, covers a significant number of Internet users and a significant audience of online media. Contemporary researches take into account the key parameters of the information environment – convergence, interactivity, hypertextuality and multiplatform, which give us an opportunity to find new ways for presenting the information. Experts pay increased attention to civil journalists who by their selves study the professions of commentator, reporter, photojournalist, service editor, SMM specialist, SEO manager, content manager, etc. The authors come to the conclusion that in contemporary media studies they mark the fundamental role of the audience in the exchange of information and point out the striving of the media for democratic principles, such as independence, impartiality, relevance and correctness. The functions of providing information, critical assessment, monitoring and participation are assigned to the media. The main competition unfolded for the trust of the audience, the quality of the content and the style of work of the media. Economic sectors are being integrated with the information and communication technology sector. The problem of the predominance of the technological factor over the content factor is raised. On the one hand, automated problems, improved tools, the appearance of infographics and multimedia elements have opened up opportunities for creating a high-quality information product. On the other hand, in conditions of competition and economic instability, representatives of the media industry are forced to balance between the obligation to promote certain values and the need to earn money and therefore simplify the information product, following the unassuming interests of the audience. [ABSTRACT FROM AUTHOR]

The article presents various approaches to the general problem of media literacy developing in the context of the students preparation. The authors present a review of current Russian and foreign publications that consider the structure of media literacy of culture and arts universities students in the context of key competencies. The analysis enabled to view professional activities in the system of integrated media educational component in culture and art universities. Key concepts of media literacy are associated with ways to master it. The media competencies are distinguished by their indicators, which are acceptable for the field of integrated media education arts. A real model of the formation of students' media literacy was built on the basis of media competence and the relationship between methods of analyzing media value practice. By authors established that in the system of integrated art education, the main goal is to select media concepts, adapt them, choose media and bind them to forms of stage action. The structure of students media literacy is determined key, basic and special. The key competencies determine the nature of perception and media communication, perceptual and interactive components of media literacy. Basic competencies come to the cognitive component of media literacy. [ABSTRACT FROM AUTHOR]

The article considers the main factors that affect the quality of distance learning in the context of media competence formation. Incompetent use of information and media technologies, lack of modern software, computer equipment and media, as well as the media competence formation in tutors and students negatively affect the quality of distance learning. Our research allowed us to identify the main factors influencing the effectiveness of the media competence formation of the teachers and students in the distance education system. The factors we have identified directly affect the quality of distance learning. Such factors include: preparation of the discipline’s content, motivation and interest of all participants in the educational process, media competence of the tutor and students, material and technical equipment of both tutor and student, factors of the media environment of higher education, factors related with individual characteristics of all participants in the educational process. We also substantiate the significance and nature of the factor we have identified that significantly affects the effectiveness of distance learning in higher education institutions. In our study it has been found that for the effective use of the media environment of a higher education institution it is necessary to have: material and technical equipment, educational content, competent tutors, means of control, technologies for using cloud technologies. Therefore, we have considered the criteria of the process of evaluating educational content, the effective use of communicative means of participants in the educational process, the professionalism of the teachers.

Throughout history, reading clubs have had different purposes for members and their meetings have migrated from large salons to cyberspace (Rehberg Sedo, 2003; 2011, Fuller; Rehberg Sedo, 2013). Presenting characteristics that take into account the environments and interests of the subjects involved, they find space for their dissemination in the digital environment. Thus, this paper aims to analyze the media competence of Harry Potter fans and readers who participated in the first season of the online reading club "Hogwarts, Mil Histórias", a project developed during the COVID-19 pandemic. Media competence is intended to assist in the development of citizens in their social and cultural commitment (Ferrés and Piscitelli, 2015). To do so, a questionnaire was applied to ten volunteer participants of the club, analyzing the dimensions of media competence that are in operation in interactional environments, based on the theoretical-methodological proposal of Ferrés and Piscitelli (2015). It is concluded that technical skills are not a problem for readers who participated in the research, but the understanding of the wide range that encompasses media productions and its effects needs further development. [ABSTRACT FROM AUTHOR]

Copyright of Correspondencias & Analisis is the property of Universidad de San Martin de Porres and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the conceptual model of media education of the television industry in the context of media communication. A set of methods such as interpretive analysis, comparative analysis, case-study are used in this research. The authors go by such basic categories as act, potency and potential. Due to its multy-paradigmal origin, the category of media educational potential of the television industry is considered from the view of interdisciplinarity. The authors refer to the achievements in social and humanitarian sciences and also in physical and engineering ones. The category of media educational potential of the television industry is put into the scientific discourse according to conducted study. This category is the complex of technical means of the company and the proficiency of television workers that are applied to train the staff members and to form media culture of the audience with developed communicative skills and high-leveled media competence. It is defined that the actors of the television industry are especially interested in improving media literacy of their audience to deal with the problem of fakes and post-truth, thus creating the environmental media. The actors of the television industry will be able to form media culture of modern society by improving the audience’s media literacy. [ABSTRACT FROM AUTHOR]

The article presents some actual experience of introducing media education in modern higher education. The authors present a review of current Russian and foreign publications that consider media education as an important factor in the professional training of present-day university graduates. The article also outlines the main directions for integrating media education in extracurricular activities of contemporary university students, including a wide range of creative and educational activities. All of them are aimed at expanding university students’ knowledge about the world of media culture, actualizing their interest in media creation and media education projects. Curricular and extracurricular forms of media education are focused on solving the major task of promoting media competence among young people, which is one of the key vectors for successful exploration of the today’s information field, the ability to think analytically, master the argument, strengthen the evidence base of one’s own reasoning, include creative amateur media production. [ABSTRACT FROM AUTHOR]

The objective of this systematic review is to characterize scientific production on media competence (MC) in the curriculum of 33 countries in Latin America, starting with the analysis of four dimensions: geographical-temporal distribution, conceptual configuration, methodology, and the main curricular experiences and conclusions. After the identification and selection of the literature following the PRISMA protocol, 32 studies conducted between January, 2012, and December, 2021, were identified in the Web of Science (WoS), Scopus, ERIC (ProQuest), Dialnet (Plus) and Redalyc databases, after the application of the inclusion criteria. Among the findings, the following can be underlined: 1) there was a predominance of studies whose objective was to determine the presence of MC in the curriculum; 2) none of the countries had a course whose main objective was MC, nevertheless, the widespread presence of its dimensions suggests its inclusion as a cross-curricular component; 3) the region lacks studies centered on initial education, adult education, and the curricular basis of education for indigenous people. For this, opportunities must be offered to address future studies, projects, and curricular proposals that guarantee the development of critical, operational, and social competences, to face the socio-cultural demands and phenomena of the new media system. [ABSTRACT FROM AUTHOR]

The article analyzes the problems and risks associated with the digitalization of higher education. Media education is considered as the main countermeasure, the purpose of which is to develop the media competence in university students. The authors substantiated the expediency and prospects of developing media competence in extracurricular activities. The empirical study tested the effectiveness of media competence development via extracurricular activities at Kemerovo State University, namely creating media content for university media resources. The level of media competence in the experimental and control groups was analyzed using the methodology of Suggestiveness Assessment and a test questionnaire for assessing social and communicative competence. The experiment also employed an authentic questionnaire of Priorities of Student Media Consumption. The study involved 70 students of Kemerovo University. The media competence in the experimental group appeared to be much higher than in the control group. This result confirmed the high efficiency of developing media competence via extracurricular activities. The article introduces a special educational program aimed at forming the basic media knowledge at university.

Aufgrund der Relevanz der Medien- bzw. digitalen Kompetenz zur Teilhabe in der digital mediatisierten Gesellschaft sind das Wissen und die Einstellung von angehenden Lehrkräften in den sprachlichen Kernfächern diesbezüglich zentrale Fragen. In den wenigen vorhandenen Untersuchungen zur Medien- oder digitalen Kompetenz sind allerdings fachbezogene Unterschiede kaum repräsentiert. Ebenso fehlen empirische Analysen zur inklusiven Medienbildung und der wahrgenommenen Relevanz dieser Themen aus Sicht der Lehrenden. Anhand paralleler Befragungen von Lehramtsstudierenden und Lehrenden in den Fächern Deutsch und Englisch wird die selbstwahrgenommene (pädagogische) Medienkompetenz sowie die Relevanz von der Medien- bzw. digitalen Bildung für inklusive Schulsettings von Studierenden untersucht und mit der thematischen Vermittlung und Relevanzerkennung durch Lehrende verglichen. Es zeigt sich ein heterogenes Bild von Lehramtsstudierenden sowohl hinsichtlich der selbstwahrgenommenen (pädagogischen) Medienkompetenz als auch der Inklusionskompetenz. Bei einer hohen erkannten Relevanz identifizieren die Studierenden den Bedarf nach gezielten Lehr-/Lerngelegenheiten. Inwiefern diese flächendeckend angeboten werden, kann aufgrund einer limitierten Rücklaufquote der Lehrenden nur bedingt eruiert werden. Es drängt sich die Frage nach den Gründen für die niedrige Beteiligung auf und ob diese Tatsache mit den Einstellungen und Kompetenzen der Lehrenden in Verbindung gebracht werden muss. Diese Frage wird in diesem Artikel eruiert, bleibt allerdings unbeantwortet. Abstract Due to the relevance of media or digital competence for participation in digitally mediatized society, the knowledge and attitudes of prospective teachers in the core language subjects are central issues. In the few existing studies in this area, however, subject-related differences are rarely represented. Similarly, there is a lack of empirical analyses on inclusive media education and the perceived relevance of these topics from the perspective of their teachers, the university lecturers. Parallel surveys of pre-service teachers and university lecturers in the subjects German and English were conducted to examine students’ self-perceived media (pedagogical) competence as well as the perceived relevance of media or digital education for inclusive school settings. This was compared with how university lecturers addressed these topics and assessed their relevance for future teachers. It was found that pre-service teachers’ self-perceived media (pedagogical) competence and inclusive competence vary widely. Recognizing these topics as highly relevant, the pre-service teachers identify the need for targeted teaching/learning opportunities. The extent to which these are offered across the board can only be limitedly determined, due to a limited response rate from the lecturers. The question arises as to what attitudes and competences these lecturers hold.

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent decades, the incipient technological development has generated a radical change in the way people access and transmit knowledge. Educational institutions must have a teaching staff adapted to new forms of consuming information. The purpose of this research is to know the media competence of Spanish teachers, from the perspective of families of schoolchildren in primary education. This analysis is based on the investigation published by 50 renowned international experts in media competence, which revolves around six major dimensions. In our analysis, we focused on the processes of interaction, production, and dissemination of content by teachers on YouTube. A questionnaire has been devised with a sample formed by 1228 families, a personal interview with a sample formed by 20 families, and a comparative analysis of the productions and interaction of amateur teachers on YouTube platform and of recognized “edutubers,” as well as the use given to the dissemination of content on social networks. In the results obtained, the profile of a teaching staff that is increasingly disseminating and producing on social networks stands out, becoming content creators through their own YouTube channels, which also proposes tools for an interaction adapted to the centennial generation, using different digital communication tools. Differences were found comparing the three dimensions involved in this analysis, with teachers obtaining more positive evaluations as producers and as interactors in private schools than in subsidized and public schools. Likewise, differences were found between nano-influencers and macro-influencers in the use of aesthetic elements that make up the videos analyzed among the “edutubers.”

Young people spend an increasing amount of time in front of a screen, developing new forms of content consumption and production. In this context, the so-called YouTubers emerge. They are the new actors of the information society, who acquire prominence specially in the creation of audiovisual content. This article studies the narrative of YouTubers and the media competition behind the process. To accomplish this task we have selected the 10 most relevant young YouTubers in the Andean Community (Bolivia, Colombia, Ecuador, and Peru), ranked by number of followers. Their products were analyzed with the following criteria: the narrative that they use, the impact that they generate, and the media competence that they demonstrate. The research we have made is descriptive and uses a mixed-methods approach, which employs technical datasheets that collect general information on the channels studied and the impact of their accounts. In general terms, we have observed that the videos contemplate new standards, which are not related to the contents of traditional media; the narrative is self-referential and through it, YouTubers manage to identify with niches of younger audiences, that can see in them similar life experiences. An interesting aspect is that a good part of the language used is violent and even foul, considering that young people are a vulnerable population group on the internet. Finally, the use and mastery of technological tools is evident on YouTubers, as well as the interest in self-training in content production processes.

When creating fanfics, fans develop strategies for writing and communication related to multimodal and multimedia content, as well as new textual forms of network conversation (Jenkins 2012, Scolari 2018). The textual and intertextual reading by the avid audience establishes a clear dialogue with Eco’s (2002) concept of semiotic/aesthetic reader, in which stories explore various interpretative layers and go beyond the paratext. Based on this theoretical approach, this paper intends to analyze the dimensions of media competence, proposed by Ferrés and Piscitelli (2015), that are in operation in the creation of Oitavo B, a piece of fanfiction published on the platform Spirit Fanfic e Histórias. The story reframes the narrative arc of characters Lica and Samantha, from Young Hearts. Using their critical comprehension, fans creatively expand and give new meaning to the plot through multimodal and intertextual elements. Their reflections go beyond the canonical limits of the fictional universe and establish distinct correlations in dialogue with other audiovisual productions, literary works, social issues, true events, among others. It is concluded that the fanfic in question not only reinforces and expands the young adult telenovela, but also establishes new interpretative layers.

The analysis of the scientific and pedagogical literature, during which the essence of the concepts of «media literacy» and «media competence» is revealed through different views of scientists is performed in the article. We understand media competence as a set of knowledge, skills, abilities that contribute to the search, selection, interpretation, use, evaluation, critical analysis, creation and transmission of media information. The media competence of future doctors we consider as their competence in the application of media technologies in their professional activities. Media competence includes competence of information, competence of communication, informational and communicative competences. Media competence is formed through media literacy, which, in turn, is achieved in the process of media education. It helps individuals to think critically, which helps to form a certain understanding and make competent decisions in response to media information. We define media literacy as a process of personal development through the media and in order to form media culture, develop communicative and creative abilities, critical thinking, skills of finding, interpreting, evaluating and analyzing media information with the help of media technologies. That is, a media literate person is able to control the media and navigate in the media environment, to find the necessary information, can control erroneous messages.

Media competence involves the mastery of knowledge, skills and attitudes oriented to the production, management, and analysis of media content with and from different environments that promote critical thinking. This article gathers the findings of a research conducted in four countries -Colombia, Ecuador, Argentina, and Bolivia-where a quantitative measurement instrument of media competence was applied to a sample of 1,730 undergraduate students from eight universities. The research was limited to two social networks, YouTube, and Instagram, where user participation acquires greater relevance. The results indicate that in the use of these social networks there is a predominance of colloquial language and a limited production of content, focused on entertainment and personal tastes. At the same time, however, there is a growing use linked to learning, of an informal nature, through the production of video tutorials, especially in the case of YouTube. Likewise, the need for greater digital and audiovisual literacy is identified, allowing young people to use these networks in a pedagogical way, so that they become educational scenarios that promote greater participation, discussion, and expression of students. [ABSTRACT FROM AUTHOR]

The purpose of the study was to assess the media competence of students, to determine the possibilities and limitations for its formation in the context of the intensification of digital network interactions. The focus of the study is on studying the skills of students in terms of assessing the reliability of information sources, the adequacy and completeness of information, as a tool to counter information manipulations. The key research method was a questionnaire survey of students (N = 148). A low level of formation of media competence of students in terms of skills for assessing the reliability of an information source has been established, which becomes a factor in the vulnerability of students in the context of the spread of disinformation. Established the presence of dysfunctions that impede the formation of media competence: a test system for assessing knowledge, the absence of special tasks aimed at developing the skills of searching, evaluating using information. The functional weakness of higher education in terms of the formation of ethical principles of digital interaction of students has been established. The conclusion is made about the demand for a reflective pedagogical method, collective discussion of media texts, work on media platforms. [ABSTRACT FROM AUTHOR]

In modern society, the issues of media literacy seem to be especially relevant due to the spread of fake information and unverified news. Analysis of the level of media literacy as a competence of future journalists seems to be a promising area of scientific and practical research. This is especially true, since journalists are both authors and consumers of information. Based on the analysis of scientific and pedagogical literature, the concept of media literacy is analyzed. As the main methods, a pedagogical experiment and a mass questionnaire are used. To achieve the goal of the study, the authors conducted a mass questionnaire survey to determine the level of media literacy of the first and fourth year students of the Journalism Training Program at Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russian Federation). The survey included three parts: media consumption habits, behavior as an author, and media trust. The survey was supplemented by a pedagogical experiment: students were asked to identify fake and real news. Only four of the seven proposed texts and two of the fake news were identified correctly by the students. As a result, the authors came to the conclusion that a special education in the field of journalism and initial experience in the media sphere does not guarantee a high level of media literacy. [ABSTRACT FROM AUTHOR]

The study aimed to test the effectiveness of the introduction of mediatized materials and methods for developing teachers' media literacy in advanced training courses. The methodological background of the work involved the ideas of systemic, culturological, environmental, and learner-centered approaches. The data was collected through a questionnaire to identify teachers' preference for media technologies. The questionnaire questions were divided into blocks according to the criteria for assessing the teacher's media culture level. Descriptive and analytical statistics were used for data analysis. The study allows concluding that media culture is a determinant of the teacher's qualification portrait at the current stage of education. It is determined that the high level of media culture allows the teacher to navigate in the media environment as a specifically organized symbolic visual and emotional space; design their professional activities in the field of media education by creating new information and knowledge with the help of available tools and media formats; choose effective strategies for students self-learning in the media space. [ABSTRACT FROM AUTHOR]

The article defines the peculiarities of the development of media competence among students of preschool education in European countries, which is especially relevant under the conditions of implementing the Basic Standard of preschool education in Ukraine. The interpretation of the main definitions of «media education» and «media competence» by various scientists is given. It is justified that active dissemination of information and communication technologies, the decrease in the age of users of digital devices, and the sensitivity of the preschool period substantiate the relevance of our research. Media education is an integral part of the modern paradigm of European education. Learning with the help of digital media requires the adjustment of the content of media education. Modern educational institutions are faced with new tasks and new opportunities are emerging. Developing appropriate media competence is an important task. The peculiarities of the organization of media education in preschool educational institutions of such European countries as Germany, Austria, Finland, and Poland are considered. Documents on the education of European countries, which determine the relevance of the formation of media competence in students of preschool education, are analyzed. It is defined that in the system of preschool education, media education is not a separate discipline, despite the fact that among the competencies, the development of which is primary in the educational process, there are those that allow preschool children to actively use information technologies and interact in the digital environment. The reason for this is that the implementation of media education and the formation of media competence in children are not mandatory at most educational institutions although the use of information and communication technologies is provided during the educational process. Attention is focused on the need to develop media competence among students of preschool education, since from an early age children become active users of digital technologies and, as a result, they may have problems in the media space. [ABSTRACT FROM AUTHOR]

Young people are exposed every day to a greater quantity and variety of media, platforms, and content, in a communication ecosystem that gives them the possibility of accessing multiple tools and resources to consume and to produce and disseminate content; all this makes it necessary to have the skills to interact in this context in a conscious, critical, and responsible way. The objective of this study was to establish the level of media competence of students from seven universities in five regions of Colombia, through research with a quantitative approach, of a non-experimental nature and a descriptive transectional design. The result allowed to identify a medium level of media competence in students, with some differences between the six dimensions analyzed, which indicates that there are gaps and weaknesses that raise the need to strengthen media literacy processes in Colombian university students so that they can better exercise their role as citizens of the 21st century. [ABSTRACT FROM AUTHOR]