Media Literacy in Family Stages. Diagnosis, Requirements and Training Proposal
Abstract
This research describes, on the one hand, media literacy processes that occur in a sample of families from Spain; with a focus on: their degree of critical thinking on the use of technical language, the effective and responsible management, the discrimination of values and trends carried by the media, the assessment of information transmitted by them, their training, commitment and participation as consumers thereof. On the other hand, it collects their most pressing demands and concerns about the media usually used by the family. The methodology is qualitative, and information has been extracted through the application of a Focus Group in nine Spanish provinces. Among the most important results include the extensive knowledge that families have on the media and the fear of the use and construction of messages on social networks and the need for more training around them. Ultimately, the urgency of research to design a training plan about media literacy that enhances critical skills at home and encourages the participation of its members as active and responsible citizens, while giving them specific knowledge about the technical and audiovisual language, the practical and accountable management, the influence of values, and the aesthetic trends of media.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, New Jersey: Princeton University Press, The Carnegie Foundation for the Advancement of Teaching. Retrieved from www.josseybass.com.
Conde, M. Á., García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2017). Can we apply learning analytics tools in challenge based learning contexts? Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 10296 LNCS). https://doi.org/10.1007/978-3-319-58515-4_19
Dewey, J. (1916). Democracy and education; an introduction to the philosophy of education. New York: The Macmillan Company.
Dewey, J. (1929). Experience and Nature. London: George Allen & UNWIN, LTD. https://doi.org/10.1037/13377-000
Fidalgo-Blanco, A., Martínez-Nuñez, M., Borrás-Gene, O., & Sánchez-Medina, J. J. (2017). Micro flip teaching ‒ An innovative model to promote the active involvement of students. Computers in Human Behavior, 72. https://doi.org/10.1016/j.chb.2016.07.060
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2014). Knowledge spirals in higher education teaching innovation. International Journal of Knowledge Management, 10(4), 16-37. https://doi.org/10.4018/ijkm.2014100102
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2015). Epistemological and ontological spirals: From individual experience in educational innovation to the organisational knowledge in the university sector. Program: Electronic Library and Information Systems, 49(3), 266-288. https://doi.org/10.1108/PROG-06-2014-0033
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2017). Inteligencia colectiva en el aula. Un paradigma cooperativo - [Collective Intelligence in the classroom. A cooperative paradigm]. In La innovación docente como misión del profesorado : Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad (pp. 1–5). Zaragoza: Servicio de Publicaciones Universidad. https://doi.org/10.26754/CINAIC.2017.000001_125
Fidalgo-Blanco, A., Sein-Echaluce, M. L., & García-Peñalvo, F. (2018a). MAIN. Método de Aplicación de INnovación educativa. https://doi.org/10.5281/ZENODO.1190114
Fidalgo-Blanco, A., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2018b). Micro Flip Teaching with Collective Intelligence. In I. A. Zaphiris P. (Ed.), Learning and Collaboration Technologies. LCT 2018. Lecture Notes in Computer Science. Cham: Springer. https://doi.org/10.1007/978-3-319-91743-6_30
García-Peñalvo, F. J. (2015). Mapa de tendencias en Innovación Educativa. Education in the Knowledge Society (EKS), 16(4), 6-23. https://doi.org/10.14201/eks2015164623
García-Peñavo, F. J., Fidalgo-Blanco, A., Sein-Echaluce, M. L., & Conde, M. A. (2016). Cooperative Micro Flip Teaching. In I. A. Zaphiris P. (Ed.), Learning and Collaboration Technologies. LCT 2016. Lecture Notes in Computer Science (Vol. 9753, pp. 14–24). Springer, Cham. https://doi.org/10.1007/978-3-319-39483-1_2
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company : how Japanese companies create the dynamics of innovation. Oxford: Oxford University Press.
Rodríguez-Conde, M. J., Herrera-García, M. E., González-Rogado, A. B., Nieto-Isidro, S., García-Peñalvo, F. J., & Hernández-Ramos, J. P. (2016). De la Innovación a la Investigación en docencia universitaria (Scholarship of Teaching and Learning, SoTL). Paper presented at the IX Congreso CiDUI 2016 (5-7 de julio de 2016), Barcelona, España. https://goo.gl/i5yf9B
Sein-Echaluce, M. L., Fidalgo-Blanco, Á., & Alves, G. (2017). Technology behaviors in education innovation. Computers in Human Behavior, 72, 596-598. https://doi.org/10.1016/j.chb.2016.11.049
Siemens, G. (2012). Learning analytics: envisioning a research discipline and a domain of practice LAK‘12 Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 4-8). New York, NY, USA: ACM. https://doi.org/10.1145/2330601.2330605