Media Competences

O artigo apresenta a proposta teórico-metodológica desenvolvida para o estudo das produções originais de séries ficcionais lusófonas distribuídas pelo Globoplay, Netflix, HBO/HBO Go, Fox/Fox Play e RTP Lab entre 2017 e 2020. O objetivo é analisar as novas formas de produção audiovisual considerando suas estratégias de transmidiação, bem como as novas experiências estéticas que promovem a partir da possibilidade de interação e conversação em rede. Sendo assim, consideramos os três momentos do processo comunicacional: a criação, a circulação e a experiência estética. Para cada um deles analisamos aspectos relacionados à qualidade, a partir da definição de parâmetros que norteiam a discussão, em diálogo com a competência midiática, que reflete sobre os modos de interação e produção criativa do público. Com isso, buscamos atualizar o debate sobre a qualidade das séries ficcionais lusófonas.

Kompetenzorientierung statt bloßer Wissensvermittlung soll die Qualität von institutionalisiertem Lehren künftig kennzeichnen. Die Differenz von Wissen und Kompetenz liegt insbesondere in der geforderten Fähigkeit, erworbenes Wissen auch in Handlungskontexten performant werden lassen zu können. Der Beitrag geht den Implikationen dieser Umorientierung nach. Es werden ein gegenwärtig dominantes naturwissenschaftlich geprägtes und ein pädagogisches Kompetenzverständnis gegenüber- gestellt. Aus einem pädagogischen Kompetenzverständnis – so wird dar- gelegt – ergeben sich notwendige, wenn auch nicht unproblematische Ausweitungen des Kompetenzbegriffs, die speziell das Feld der Medienkompetenz und der Gestaltung Neuer Medien für Bildung betreffen. Da Kompetenz auch in der verwendeten Technik „steckt“, werden Überlegungen entwickelt, wie aus pädagogischer Sicht die Frage nach einer dem traditionellen Bildungsanspruch genügenden Relation zwischen kompetentem Subjekt und kompetenter Technik beantwortet werden kann. Die Problematik einer pädagogischen „Kompetenzüberschreitung“, insofern diese Überlegungen nicht nur das Lernen des Subjekts, sondern auch die „Verfügbarkeit“ der Technik betreffen, wird abschließend erörtert.

Instead of just the transfer of knowledge, focus on competence should, in the future, denote the quality of institutionalised teachings. Generally, the difference between knowledge and competence is seen to lie especially in the stipulated ability to make acquired knowledge become performative in operational contexts. This article pursues the implications of this new orientation; in particular, it focuses on the volitional dimension of acts regarding their voluntariness. A currently dominating understanding of competence that is relying heavily on natural science and can do without the presumption of the free will, is being confronted with a pedagogic understanding of competence, which cannot be conceived without the notion of free will. From a pedagogic understanding of competence, as it will be argued, arise inevitable, if also not unproblematic expansions of the concept of competence, which especially affect the field of media competence and also the designing and development of New Media for Education. Since competence is also embodied in the technology applied, it is being contemplated, how – from a pedagogic point of view – the relation between competent subject and competent technology can be described in a manner that meets the criteria of traditional educational intent, called “Bildung”. These are the fundamental characteristics of competence understood in this new way/fashion:
• The availability of technology;
• Knowledge contained within technology, but also always limited po- tential for an effective perception, extended reasonable operational options;
• The required know-how for the handling of technology;
• Space of manoeuvre, to be able to exhaust the potential of the availa-
ble technology;
• One’s own potential to develop the required skills for the expansion of one’s own scope;
• The courage to really exercise the claimed right of use of one’s own reason;
• The ability and willingness to take responsibility for the resulting outcomes and effects of one’s own actions.
The difficulty of a pedagogic “competence overstepping” is concluding discussed, in respect to these considerations; not only relating to the lear- ning of the subject but also to the “availability” of technology.

This chapter attends to the question of how personal photography is practiced through and with the smartphone by the elderly. The smartphone as a net- worked multimedia device that is always at hand is at the heart of current changes not only in personal photography, but in the mediatization of our ev- eryday lives. It clearly affords new possibilities, but how those affordances are used and how different ways of engaging with the same affordances are evolving, remains to be empirically investigated. One factor of variation are different generation- and age-specific technological experiences that seem to constitute different ways of engaging with media. While considerable research has been done on younger people and their digital photographic practices, the so-called digital immigrants, have not received as much attention. Based on an empirical example that combines the analysis of text and picture, the article shows how a sixtytwo-year-old woman adopted the smartphone as her “con- stant companion” and key device for snap photography. Her modes of showing and sharing suggest that specific configurations of hardware (smartphone) and software (e.g. WhatsApp) contain various affordances that she employs for diverging needs – while her family remains the main motif and counterpart of her photo sharing practices.

This paper presents and discusses the results of OnAir, a European project on Media Education funded by the European Commission. This two-year project aimed at collecting, documenting, and developing media education practices across Europe, especially in Belgium, Bulgaria, Italy, Lithuania, Poland, and Romania. In particular, the paper focuses on the role of documentation in improving teachers’ practical knowledge and highlights the challenging aspects at stake in this process. The analysis of collected data reveals that documentation of media education practices is often poor both in terms of information about instructional practices and in teacher reflection on their actions. Stronger collaboration between teachers and researchers may be needed to support the kind of careful documentation that leads to effective practice. The development of adequate tools that teachers can easily use during their own activities may also facilitate improved levels of documentation.

The changes occurring in the media environment over the last decade force us to revise the parameters from which media education is to be implemented today, in a new age of communications. This article seeks to provide some criteria that media education or media literacy should follow, and specially a coordinated proposal of dimensions and indicators to define the new media competence. The authors of this article have made the proposal from the contributions made by 50 renowned Spanish and foreign experts in Media Literacy. The proposal focuses on six major dimensions: languages; technology; interaction processes; production and dissemination processes; ideology and values, and the aesthetic dimension. It is structured around two areas of work in every dimension: the production of their own messages and the interaction with outside messages. We propose to develop this media education in the context of participatory culture, combining critical and aesthetic thinking with the expressive capacity; the development of personal autonomy with social and cultural commitment. Finally, we propose to combine technological revolution with neurobiological revolution, assuming changes produced in the conception of the human mind, especially as regards the importance of emotions and unconscious processes over reasoned and conscious ones.

The concept of media competence arises in the last decade to describe audiovisual education levels of citizens, the interaction of individuals with complex media environments, and the effects of the screens and their influences on audiences. This paper analyzes media consumption patterns and perceptions of university students to certain stimuli emitted by the screens (Internet, social networks, and television), recreating an overview of the uses and acceptance that recipients give to the media content they broadcast. In that sense, the results of this work allow to establish a relationship between screen consumption patterns of university students and the media contents. This research was conducted in a Mexican university. First, an exploratory questionnaire was applied to a stratified probabilistic sample, which helped to interpret how audience uses the new communication artifacts. Then, a second structured questionnaire was applied, to demonstrate the dynamism of current communication processes in contemporary societies, where the role of media is fundamental for public life, society, culture, and even a major element in private life of the subjects.

A case study on the discourses of flat earth believers’ online community
The Web 2.0 has fundamentally changed the nature of the public sphere and the construction of reality, as
well as the behaviour of communication actors. It has also had an effect on how both scientific and seemingly
scientific but in fact invalid and non-credible contents appear and then spread very rapidly on the internet.
This paper presents a case study of the Flat Earth Believers by analysing the discourse of a Hungarian Facebook
group. The Flat Earth Believers disseminate a scientifically refuted and rejected theory, and are therefore a good
example of online participatory culture: they cultivate their own, alternative “science” on the internet. The
research asks the questions of what lingual, rhetorical and other discursive tools are involved in constructing
the identity of this group. The analysis focuses on two elements of their identity construction: how they oppose other groups, and how they create their own scientific credibility. Based on these, the paper investigates
1) how polarisation plays a role in the construction of their identity and their credibility; and 2) how they use
elements of scientific communication in their discourse. The investigation shows that in the group’s discourse,
anti-scientific attitude is equally representative to the recognition of the authority, credibility and reliability
of science they themselves wish to possess. The aim of this research is to draw attention to the need for new
approaches in science communication in a changing world ever more defined by information technology and
the internet, and to demonstrate that online communication may provide new contexts for studying the public
understanding of science (PUS).
Keywords: conspiracy theory, critical skills, digital communication, digital and media competence, media
awareness, participatory culture, pseudo-science, public understanding of science, science communication,
social media

La presente investigación busca, en primer lugar, desarrollar un marco teórico y epistemológico sobre la necesaria inclusión de la publicidad como contenido pedagógico en la educación formal, tratándose a la misma como un elemento transversal del desarrollo de la competencia mediática y digital. Asimismo, busca poner de manifiesto la importancia que tiene el tratamiento de la publicidad en el aula para el alumnado de educación primaria, midiendo las habilidades de análisis publicitario y el desarrollo de una competencia publicitaria. Para ello se realiza un estudio de carácter cuantitativo semi-experimental, con alcance exploratorio en 46 alumnos de 4º de Educación Primaria del CEIP Clara Campoamor de Huércal de Almería (Almería). Los resultados resaltan que aquellos estudiantes (grupo experimental) que tuvieron formación sobre publicidad previo al análisis de una pieza publicitaria pudieron evidenciar con mayor facilidad los elementos, técnicas, propósitos y público objetivo que aquellos que no tuvieron contacto con actividades formativas relativas al análisis publicitario.

La competencia mediática involucra el dominio de conocimientos, habilidades y actitudes de los individuos en relación a los contenidos. Ferrés y Piscitelli (2015) proponen una metodología para evaluar el desarrollo del fenómeno en la cultura participativa. Este artículo tiene el objetivo de analizar las dimensiones de la competencia mediática que están en operación en los perfiles ficticios de personajes creados por los fans de Liberdade, Liberdade en la red social Twitter.
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Media competence involves the mastery of knowledge, abilities and individual attitudes regarding content. Ferrés and Piscitelli (2015) propose a methodology for evaluating the development of this phenomenon in participatory culture. Using this theoretical framework, this paper attempts to reflect upon the dimensions of media competence operating in Twitter profiles of Lady Revolution (Liberdade, Liberdade) fans.

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 ySKILLS project seeks to better understand which skills 12-17-year-olds must obtain to knowingly, and critically use Information and Communication Technology (ICT) for their wellbeing, education and social life, and to improve existing knowledge as regards how children and youth can build resilience against negative impacts. As part of <em>Work Package 3 Digital Skills: Actors and Factors </em>of the ySKILLS project<em>, </em>this report aims to contribute a deeper knowledge on (1) the (digital) skills that youth need in the 21st century and (2) the role of digital skills education in formal (e.g., the school), informal (e.g., an extracurricular coding course) and non-formal (e.g., home) learning settings. Against this background, 34 interviews with experts from the educational sector and the labour market were carried out in six European countries: Estonia, Finland, Germany, Italy, Poland and Portugal. As a result of their professional and personal exper...

A través de estas líneas presentamos el proceso realizado para la elaboración de una herra-mienta fiable, innovadora y actual que nos permita establecer resultados significativos en materia de competencia mediática en la etapa educativa de Educación Infantil. Este estudio se enmarca en un proyecto I+D+i coordinado con diferentes audiencias a investigar. En su faceta de educación formal, las autoras se encuentran inmersas en el estudio de dicha competencia en distintas etapas educativas, siendo la de Infantil la que se describe en este artículo.
The current article shows the process for the development of a reliable, innovative and effective tool which assessed significant results about media competency in the field of preschool education. This study is framed in a National Research Project which studies different target populations. In the regulated education concept, the current investigators are involved in the study of different educational stages. In this paper the tool for preschool education stage is presented.

Resumen La disciplina Estructura de la Información estudia los intereses que subyacen a la dinámica comunicacional y a las estrategias de información, y su correlación con los mensajes. Considerando clave este conocimiento para la Educación en Comunicación, y una vez confirmada su estrecha relación con las dimensiones de la competencia mediática, se analiza su presencia en el currículo de Alfabetización Mediática e Informacional (AMI) del profesorado, cuya formación es crucial para el éxito del proceso elaborado por la UNESCO, órgano de referencia mundial en el área. El análisis de contenido semántico desvela, desde un punto de vista cuantitativo, la fuerte presencia de las áreas temáticas de la Estructura de la Información en las competencias y contenidos del currículo. No obstante, aplicado cualitativamente, se detectan debilidades de fondo en la relación con el enfoque estructural de la información. Ocurre cuando decae el declarado espíritu crítico del texto, empezando por definir a los medios como fuentes de información fiable. La ubicuidad de la desinformación y el papel crucial del conocimiento de los agentes envueltos en la misma y del desarrollo del pensamiento crítico para afrontarla, obliga a la actualización de este currículo-a cuyo desarrollo se contribuye con esta revisión-, haciendo, además, más necesario que nunca el afrontarla desde un enfoque estructural que favorezca una ciudadanía crítica y el proceso democrático. Abstract The discipline Structural Considerations of Information explores the interests underlying communicational dynamics and information strategies, as well as the ways in which they correlate with messages. Considering this knowledge to be key in Communication Education, and having confirmed its close relationship with the dimensions of media competence, its presence is analyzed in the Media and Information Literacy (MIL) curriculum for teachers, whose training is crucial for the success of the process, developed by UNESCO, an organization that is a global referent in the field. A semantic content analysis reveals, from a quantitative

La sociedad del conocimiento exige una alfabetización mediática para la ciudadanía, que ha de ser crítica y responsable ante la recepción y producción de información. La escuela aborda la competencia mediática como una herramienta clave que aporta los conocimientos, destrezas y actitudes necesarios para ser ciudadanos competentes ante los medios masivos y digitales. En este trabajo se ofrecen los resultados de un estudio con 3.782 estudiantes de entre 9 y 12 años de 7 países, con la intención de diagnosticar su nivel de competencia mediática y poder diseñar estrategias educativas adecuadas a las carencias detectadas. El instrumento de medida fue un cuestionario online validado para estudiantes de Primaria. El nivel detectado es medio-bajo en los 7 países, especialmente en los procesos de producción y difusión de contenidos en Internet, relacionados con la seguridad en la Red. Se requieren mayores esfuerzos en Brasil, Ecuador y Perú para mejorar la competencia mediática de sus niños ...

In the past few decades, different initiatives have been underway in Europe to promote media literacy of the citizenry. The conceptualization of media competency, the need to boost media education of the faculty and the systematic integration of this competency into the curriculum are fundamental aspects for this. This article poses the importance of adequate training of the teaching staff as prosumers.

Digital media offer individuals a growing number of opportunities to interact with others and to develop varied forms of sociability. Such novel social experiences call for competences related to the organisation of mediated social relationships, as part of the contemporary individual’s media literacy. In this paper, we address the issues of the definition and the assessment of these competences. Firstly, we introduce a matrix definition of media literacy that includes the ability to organise media objects from a social perspective as a specific set of competences. Secondly, we present the development of an assessment method for these competences. Our data collection method relies on card sorting tasks, requiring subjects to group cards representing features from Facebook pages into piles, based on their similarity, according to criteria of their choice. In a pilot experiment, ten Facebook users were asked to sort four decks of cards repeatedly, using a single criterion at a time, u...

La sociedad del conocimiento exige una alfabetización mediática para la ciudadanía, que ha de ser crítica y responsable ante la recepción y producción de información. La escuela aborda la competencia mediática como una herramienta clave que aporta los conocimientos, destrezas y actitudes necesarios para ser ciudadanos competentes ante los medios masivos y digitales. En este trabajo se ofrecen los resultados de un estudio con 3.782 estudiantes de entre 9 y 12 años de 7 países, con la intención de diagnosticar su nivel de competencia mediática y poder diseñar estrategias educativas adecuadas a las carencias detectadas. El instrumento de medida fue un cuestionario online validado para estudiantes de Primaria. El nivel detectado es medio-bajo en los 7 países, especialmente en los procesos de producción y difusión de contenidos en Internet, relacionados con la seguridad en la Red. Se requieren mayores esfuerzos en Brasil, Ecuador y Perú para mejorar la competencia mediática de sus niños ...

In Peru, media education has never been formally present in the curriculum nor the educational agenda. This presentation analyses the Peruvian educational context and explores pre-service teachers’ knowledge and beliefs on media education. A survey with an ad-hoc questionnaire (N=501) was applied to find what they think of media education; its relevance; how is being taught; if they feel competent to teach about media and to integrate ICT into their pedagogical practices. The results confirm the importance of working media education with pre-service teachers, involving their subjectivity and their own ideas.

The article presents results of the media competence of Spanish youth. The methodological tool used, a sociological survey, was created from proposals by more than 50 recognized experts in this field. It is focused on six major dimensions: languages, technologies, interaction processes, production and diffusion processes, aesthetics and ideology and values. How to cite this article: MASANET, M-J., CONTRERAS PULIDO, P. & FERRÉS, J., “Highly qualified students? Research into the media competence level of Spanish youth”, Communication&Society/Comunicación y Sociedad, Vol. 26, n. 4, 2013, pp. 217-234. Masanet, M-J., Contreras Pulido, P. & Ferrés J. Research into media competence level of Spanish youth

RESUMO: Marcada pela convergência da experiência televisiva com as novas mídias, a social TV se refere ao compartilhamento de conteúdosnas redes sociais e nos aplicativos de segunda tela de maneira síncrona ao fluxo televisivo. O fenômeno possibilita novas apropriações, subversões e amplificações do watercooler, isto é, a intermediação da conversação por plataformas digitais permite a interação em tempo real entre os telespectadores in-teragentes, ressignificando a experiência compartilhada. Neste contexto, este artigo tem o objetivo de refletir de que forma a social TV reforça o conceito de laço social de Wolton e engendra novas possibilidades à experiência televisiva. Para a discussão desta questão,analisamos os conteúdos compartilhados pelo público no Twitter durante a exibição da décima temporada da série The X-Files.A partir da análise qualitativa dos 33 mil tuítes postados pelos telespectadores interagentes, concluímos que, ao entrela-çar o fluxo televisivo e a temporalidade alwayson do Twitter, a social TV reforça o laço social de Woltone ressignifica a experiência televisiva, possibilitando novas formas de participação, colaboração e expansão do universo ficcional.
PALAVRAS-CHAVE:Social TV,The X-Files,laço social.

O artigo propõe a análise de um programa de televisão exibido pelo canal francês France2 que revive, um ano depois, detalhes dos ataques terroristas que marcaram o dia 13 novembro de 2015, em Paris. O objetivo é discutir a opção da produção pela utilização de elementos estéticos típicos de filmes de ação e suspense, e também a construção de uma narrativa que chocou os telespectadores. A realização da análise mostrará a necessidade também de refletirmos sobre o grande potencial da televisão de compartilhar, disseminar e ressignificar conteúdos midiáticos que podem impactar toda uma sociedade. O artigo pretende argumentar acerca do papel da veiculação midiática da verdade, com linguagem sensacionalista contribuiu para disseminação do medo, da insegurança na sociedade, provocando ainda uma reflexão sobre como é necessário, cada vez mais, a leitura crítica da mídia, e também entendermos como produzimos estes conteúdos. Palavras-chave: Literacia; Mídia; Sensacionalismo; Terrorismo; França. Introdução A noite de 13 de novembro de 2015 marcou a história da França. Ataques terroristas coordenados em Paris, mataram 130 pessoas e deixaram mais de 350 feridas, várias, em estado grave. Cinco restaurantes, uma casa de shows-Bataclan-e as proximidades do Stade de France que recebia um jogo amistoso entre a seleção da França e a seleção da Alemanha, foram atacados simultaneamente e chocaram o mundo.

Starting from Dieter Baackes media literacy concept and the
actual discussions on media literacy the author analyses the
(linguistic and philosophical) origins of competence discourse
referring Saussure, Chomsky, Searle and Habermas to explain
how  even  the  distinction  of  media  criticism,  media  studies,
media usage and media design in the current discussions can
benefit of a sharpening of the distinction between competence
and performance. In particular, the discussions about "Media
Habitus"  are  a  reference  to  focus  on  questions  of  social
inequality. It is emphasized that a keen eye on "performance"
still represents a desideratum of research in media education.
Overall, the article presents a plea for social justice in media
education.

Media education is in an international scientific community considered to be one of the most effective means to acquire key competencies necessary for an interactive and inclusive use of media and critical perception of constantly growing spectrum of media messages. Successful implementation of media education requires innovative research strategies, techniques and procedures which can integrate suitable and reliable methods of media literacy evaluation and measurement into research and social practice. The study deals with an analytic view on current conditions of methodological apparatus and indicators created for the purpose of media literacy measurement in educational environment. Considering the scope and extent of research on the issue it is the theoretical and practical reflection of this phenomenon which gains importance. Structural view and comparison of two different approaches may point out the most current problems with media literacy measurement and shed more light on the issue.

Múltiples pantallas  están  presentes  en  la  actualidad  en  la  vida  cotidiana  de  las  audiencias  infantiles  como  consolas  de  vídeo,  celulares  y  tabletas  que  compiten  o  complementan  el  medio  televisivo.  Sin  embargo,  es  muy  poco  lo  que  conocemos  aun  de  los  procesos  recepción  en  los  contextos  cotidianos.  Sus  mediaciones,  tiempos  y  preferencias  normalmente  se  expresan  en  datos  cuantitativos  que  no  profundizan  en  el  tema.  Después  de  exponer  un  estado  del  arte  nacional  para  contextualizar  la  investigación  con  relación  a  medios e  infancia,  se  presentan  los  resultados  del  estudio  realizado  en  la  ciudad  de  Cali-Colombia,  con  6  niños  y  niñas  entre  los  3  y  los  12  años  de  edad,  ubicados  en  diferentes  niveles  socioeconómicos,  en  la  que  se  indaga  por  sus  hábitos  y  consumos  mediáticos  desde  una  perspectiva  etnográfica,  como  parte  de  un  estudio  nacional.  Dos  días  compartiendo  con  los  participantes,  aplicando  herramientas  como  entrevistas,  diario  de  consumo  y  juegos  de  emociones  y  personajes,  permiten  alcanzar  el  objetivo.  Diferencias  marcadas  con  relación  al  nivel  socioeconómico  de  acuerdo  a  la  capacidad  de  acceso  al  servicio,  los  espacios  comunes  y  las  redes  de  apoyo  que  influyen  directamente  en  el  proceso, así como la edad asociada a las preferencias e identificación con los personajes y emociones, son algunas conclusiones importantes.