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{"title":"Adolescents’ motivations to perpetrate hate speech and links with social norms","authors":"Sebastian Wachs, A. Wettstein, L. Bilz, Manuel Gámez-Guadix","doi":"10.3916/c71-2022-01","DOIUrl":"https://doi.org/10.3916/c71-2022-01","url":null,"abstract":"Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional “Motivations for Hate Speech Perpetration Scale” (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents’ motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.\u0000El discurso de odio se ha convertido en un fenómeno generalizado. Sin embargo, todavía no está claro por qué los adolescentes se involucran en el discurso de odio y qué factores están asociados con las motivaciones para perpetrarlo. Con esta finalidad, desarrollamos una medida multidimensional, la «Escala de Motivaciones para Perpetrar Discurso de Odio» (MHATE), y evaluamos sus propiedades psicométricas. Asimismo, investigamos las asociaciones entre las normas sociales y las motivaciones para participar en el discurso de odio. La muestra estuvo compuesta por 346 adolescentes suizos (54,6% chicos; Medad=14; DT=0,96) que informaron haber perpetrado discurso de odio. Los análisis revelaron buenas propiedades psicométricas de MHATE, incluyendo adecuada consistencia interna. La subescala con mayor frecuencia fue venganza, seguida de las de ideología, conformidad con el grupo, mejora del estatus, regocijo y poder. Las normas descriptivas y la presión de iguales estuvieron relacionadas con varias motivaciones para perpetrar discurso de odio. Las normas prescriptivas, sin embargo, solo se asociaron con el poder. En conclusión, los hallazgos indican que el discurso de odio cumple varias funciones. Conocer las motivaciones específicas para el discurso de odio ayuda a derivar estrategias de intervención individualmente adaptadas (ej., manejo de la ira, promover un clima escolar inclusivo). Además, sugerimos que los profesionales que trabajan en la prevención del discurso de odio presten especial ","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44299712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America","authors":"Julio-César Mateus, Pablo Andrada, C. González-Cabrera, C. Ugalde, Sebastián Novomisky","doi":"10.3916/c70-2022-01","DOIUrl":"https://doi.org/10.3916/c70-2022-01","url":null,"abstract":"The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education.\u0000La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43058970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Families’ perception of children’s academic performance during the COVID-19 lockdown","authors":"Noemí Serrano-Díaz, Estíbaliz Aragón-Mendizábal, R. Mérida-Serrano","doi":"10.3916/c70-2022-05","DOIUrl":"https://doi.org/10.3916/c70-2022-05","url":null,"abstract":"The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children’s education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight (?=.505; p<.05). In conclusion, the benefits derived from a strong relationship between families and schools, evidenced by the creation of cooperation and communication links, facilitate the management of shared educational challenges such as on-line education in times of crises. La situación generada por el obligado confinamiento a la sociedad por la COVID-19 ha llevado, en muchos países, a cambios en los hábitos de vida que han generado numerosos estudios para conocer los efectos de esta nueva situación social. Un importante cambio fue la digitalización del trabajo y, por ende, de la enseñanza, provocando la inmersión forzada en una educación escolar a distancia de una manera abrupta. Se realizó un estudio empleando metodología cuantitativa y basado en un diseño ex post facto, con el objetivo de analizar el impacto que ha tenido el confinamiento por COVID-19 en el desempeño de los escolares (de 3 a 12 años de edad). Un total de 529 participantes completaron el cuestionario CIEN (Cuestionario sobre el Impacto Educativo en la Infancia) sobre impacto educativo de la COVID-19 en sus hijas e hijos escolarizados en España. Los resultados arrojaron un modelo robusto basado en ecuaciones estructurales que explicó el 39,7% de la varianza en el desempeño escolar en casa, siendo la relación familia-escuela, la variable que reveló mayor peso explicativo (?=.505; p<.05). En conclusión, los beneficios derivados de una relación entre la familia y la escuela, patente en el establecimiento de lazos de comunicación y cooperación, facilitan el afrontamiento de retos educativos compartidos tales como la educación a distancia en tiempos de COVID-19.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43574202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication bibliometric research in Latin American scientific journals (2009-2018)","authors":"Jesús Arroyave-Cabrera, Rafael Gonzalez-Pardo","doi":"10.3916/c70-2022-07","DOIUrl":"https://doi.org/10.3916/c70-2022-07","url":null,"abstract":"The objective of this article is to analyze the distinctive characteristics of research production in the field of communication in Latin American scientific communication journals. Meta-research is necessary because it allows re-evaluating the field and offers new horizons in knowledge production. Two studies were conducted: 1) Bibliometric analysis of 116 journals in eight databases and 24 publications in the Web of Science and Scopus; 2) Content analysis including that of 407 articles over a period of 10 years (2009–2018). The findings demonstrate a research trend in the Latin American region toward international standards, evidenced by a preponderance of empirical over essay studies. Universities in the region published most of the journals in the field and circulation was predominantly biannual. Contrary to expectations, the most widely disseminated topic was health communication, partly owing to a large sample of Brazilian journals. Within the empirical research, the qualitative approach was predominant. The interview was the most widely used research method in the region. Finally, the most used theories were agenda setting and framing. Imminent challenges arise, i.e., to strengthen indigenous theoretical production and to position the region's themes and reflection more decisively in knowledge production at a global level.\u0000El objetivo del presente artículo es analizar las características distintivas de la producción de investigación en el campo de la comunicación en las revistas científicas de comunicación latinoamericanas. La meta-investigación es necesaria, ya que permite revaluar el campo y ofrecer nuevos horizontes en la producción de conocimientos. Se realizaron 2 estudios: 1) Análisis bibliométrico a 116 revistas presentes en ocho bases de datos, y luego a 24 publicaciones presentes en Web of Science y Scopus; 2) Análisis de contenido, que incluye el análisis de 407 artículos en un periodo de 10 años (2009-2018). Los hallazgos demostraron una tendencia en la investigación en Latinoamérica a los estándares internacionales, evidenciada en la preponderancia de los estudios empíricos sobre los ensayísticos. Las universidades de la región editan la mayoría de las revistas del campo y predomina la circulación semestral. Contrario a las expectativas, la temática más difundida fue comunicación en salud, en parte por la muestra amplia de revistas brasileñas. Dentro de la investigación empírica predomina de manera amplia el enfoque cualitativo. La entrevista es el método de investigación más usado en la región. Finalmente, las teorías más usadas en Latinoamérica fueron el establecimiento de la agenda y el enmarque. Surgen desafíos inminentes: fortalecer la producción teórica autóctona y posicionar la reflexión y las temáticas de la región de manera más decida en la producción de conocimiento en el concierto global.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46883911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student satisfaction with online teaching in times of COVID-19","authors":"M. Sáiz-Manzanares, Joana R. Casanova, J. Lencastre, Leandro Almeida, L. Martín-Antón","doi":"10.3916/c70-2022-03","DOIUrl":"https://doi.org/10.3916/c70-2022-03","url":null,"abstract":"Higher education is one of the driving forces behind the social and economic development of countries, with the ultimate aim of providing quality academic training. At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. Some of these challenges will be addressed in this study. We worked with 225 third-year undergraduate students in health science degrees over two academic years during the pandemic. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching); (2) to determine whether there were significant differences in academic performance between the two groups. Quantitative research (using a 2x2 factorial design, ANOVA and ANCOVA) and qualitative research (using a comparative design with categorisation analysis) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second of the two years. Students rated the use of active methodologies and technological resources positively, although they concluded that their use required more work time. Future studies will seek to compare student satisfaction in other areas of knowledge.\u0000La Educación Superior es uno de los motores del desarrollo social y económico de los países, teniendo como objetivo último el de facilitar una formación académica de calidad. En la actualidad, los modelos de enseñanza-aprendizaje en entornos virtuales implican retos importantes, específicamente en la actual situación por la COVID-19. Algunos de estos desafíos se abordarán en este estudio. Se trabajó con 225 estudiantes de tercero de grado en titulaciones de Ciencias de la Salud, a lo largo de dos cursos académicos impartidos durante la situación de pandemia. Los objetivos fueron: 1) comprobar si existían diferencias significativas en la satisfacción de los estudiantes con el proceso docente respecto del primer año de pandemia (se aplicó docencia e-Learning) vs. el segundo año (se aplicó docencia b-Learning); 2) comprobar si existían diferencias significativas en los resultados académicos entre ambos grupos. Se realizó una investigación cuantitativa (se utilizó un diseño factorial 2x2, ANOVA y ANCOVA) y otra cualitativa (se utilizó un diseño comparativo con análisis de categorización). Los resultados indican diferencias en algunos aspectos de la satisfacción y en los resultados de aprendizaje, a favor de la docencia en el segundo año. Los estudiantes valoraron positivamente el uso de metodologías activas y de recursos tecnológicos, si bien concluyeron que su uso exigía más tiempo de trabajo. Futuros estudios se dirigirán a contrastar la satisfacción de estudiantes en otras ramas de conocimiento.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48232073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disinformation and multiliteracy: A systematic review of the literature","authors":"Jesús Valverde-Berrocoso, Alberto González-Fernández, Jesús Acevedo-Borrega","doi":"10.3916/c70-2022-08","DOIUrl":"https://doi.org/10.3916/c70-2022-08","url":null,"abstract":"Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation.\u0000El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinfor","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engagement and desertion in MOOCs: Systematic review","authors":"Odiel Estrada-Molina, D. Fuentes-Cancell","doi":"10.3916/c70-2022-09","DOIUrl":"https://doi.org/10.3916/c70-2022-09","url":null,"abstract":"Massive and open online courses (MOOCs) satisfy learning needs from the particularities of their typologies (xMOOC, tMOOC, cMOOC, iMOOC, among others) even though their high dropout rate is still latent. Recent studies reaffirm engagement as an alternative to reduce dropout rates. The literature analyzed has not yet been able to systematize responses as to how to guarantee engagement in MOOCs and thus reduce their attrition rate. And, consistent with that question, are there still challenges for teachers in this area of educational technology? These answers motivated us to carry out this systematic review to determine how engagement has been studied to help reduce the attrition rate in MOOCs. Articles from journals indexed in Scopus or WoS were reviewed applying the PRISMA protocol. At the end of the protocol, it was defined to analyze 40 studies. The results reflect that the main variables are: the design of e-activities, intrinsic and extrinsic motivation, and communication between students. This paper confirms that the main challenges to guarantee engagement in MOOCs are individualized tutoring, interactivity, and feedback. Due to the scarcity of studies that analyze the variables in an integrated way, it is proposed as future work to determine what relationships exist between these variables that interfere with engagement and dropout in MOOCs.\u0000Los cursos en línea masivos y abiertos (MOOCs) permiten satisfacer necesidades de aprendizaje desde las particularidades de sus tipologías (xMOOC, tMOOC, cMOOC, iMOOC, entre otras), sin embargo, es aún latente su alta tasa de deserción. Estudios recientes reafirman el engagement como una alternativa para disminuir los índices de deserción. La literatura analizada aún no logra sistematizar respuestas a ¿cómo garantizar el engagement en los MOOCs y disminuir así su tasa de deserción? Y, en coherencia con esa pregunta, ¿existen aún retos del profesorado en este ámbito de la tecnología educativa? Ello motivó a realizar esta revisión sistemática para determinar cómo se ha trabajado el engagement para contribuir a disminuir la tasa de deserción en los MOOCs. Se revisaron artículos de revistas indexadas en Scopus o en WoS aplicando el protocolo PRISMA. Al finalizar el protocolo se definió analizar 40 estudios. Los resultados reflejan que las principales variables son: el diseño e-actividades; la motivación intrínseca y extrínseca y; la comunicación entre los estudiantes. Se ratifica que los principales retos para garantizar el engagement en los MOOCs son: la tutoría individualizada; la interactividad; y la retroalimentación. Debido a la escasez de estudios que analicen de forma integrada las variables antes mencionadas, se propone como trabajo futuro, determinar qué relaciones existen entre estas variables que intervienen en el engagement y la deserción en los MOOCs.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47900599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical media literacy to improve students' competencies","authors":"Walter-Antonio Mesquita-Romero, Carmen Fernández-Morante, Beatriz Cebreiro-López","doi":"10.3916/c70-2022-04","DOIUrl":"https://doi.org/10.3916/c70-2022-04","url":null,"abstract":"Media literacy training is an urgent need of our time. Educational institutions must stand as fundamental domains to collectively address reflection on digital and media environments and prepare school-age citizens to constructively deal with the impact of the media. To do so, a paradigm shift to approach the issue is required: a critical awareness of the new scenarios created by the media and a broad reflection on their characteristics. A new framework where the spotlight is on the media, the surrounding environment is an essential reference point and training proposals are based on results and evidence. This study is part of a Design-Based Research, aimed at the creation, implementation and evaluation of a Critical Media Literacy program for high school students at the Escuela Normal Superior del Putumayo (Colombia). In this paper we present the results obtained by applying the Alfamed media competence \"pre\" and \"post\" questionnaire to the students participating in the program. The results obtained show a significant improvement both in the overall level of students' media competence and in four of the six dimensions that make up the theoretical reference model (\"Technology\", \"Language\", \"Ideology and Values\" and \"Production and Dissemination\").\u0000La formación en las competencias mediáticas constituye una necesidad urgente en nuestra época. La escuela debe posicionarse como un entorno fundamental donde abordar de manera colectiva la reflexión sobre los entornos digitales y mediáticos y la preparación de los ciudadanos en edad escolar para afrontar de forma constructiva el impacto de los medios. Para ello, se impone un cambio de paradigma en el abordaje de la cuestión: una conciencia crítica ante los nuevos escenarios que crean los medios y una reflexión amplia sobre sus características. Un nuevo marco en el que lo mediático se torne central, el entorno próximo sea un referente imprescindible y las propuestas formativas se apoyen en resultados y evidencias. El trabajo que se presenta es una parte de una Investigación Basada en Diseño, orientada a la creación, implementación y evaluación de un programa de Alfabetización Mediática Crítica para el alumnado de bachillerato de la Escuela Normal Superior del Putumayo (Colombia). Se presentan los resultados obtenidos mediante la aplicación “pre” y “post” del cuestionario de competencias mediáticas Alfamed al alumnado participante en el programa. Los resultados obtenidos muestran una mejora significativa tanto en el nivel global de competencia mediática del alumnado, como en cuatro de las seis dimensiones que configuran el modelo teórico de referencia en el que se apoya el estudio (“Tecnología”, “Lenguaje”, “Ideología y Valores” y “Producción y difusión”).","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48947073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The COVID-19 infodemic among young people and adults: The support of critical media literacy","authors":"J. Sánchez-Reina, E. F. Gonzalez-Lara","doi":"10.3916/c73-2022-06","DOIUrl":"https://doi.org/10.3916/c73-2022-06","url":null,"abstract":"The COVID-19 pandemic has flooded the public sphere with large amounts of information, engendering what some specialists have dubbed the infodemic. Among the mechanisms used to mitigate the effects of the infodemic, critical media literacy has proven a valuable approach. This study aimed to analyze the critical media skills (CMS) of young people and adults in relation to the variables of infodemic awareness (IPA), infodemic and wellbeing (ISW), emotional reaction (ERI), and media trust (MTC). A cross-sectional online study with 404 participants (Mage=32.8) was conducted in two virtual communities in Mexico during the first semester of 2021. Descriptive analysis revealed highly critical media skills in participants. Adults showed high levels of IPA, while young people presented high levels of ISW, ERI, and MTC. Observations by the age group indicated an association between CMS and ISW, and CMS and MCT, while the association between CMS and IPA was null. The COVID-19 outbreak has intensified the consumption of digital media and access to untrustworthy information. Critical media literacy may protect individuals from the risks of infodemic by enhancing critical roles and attitudes toward media discourse. This study supports the recommendation to promote media literacy initiatives that inoculate critical media skills as mechanisms to counteract the misinformation in health crises.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":"30 1","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70370407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model","authors":"Alfonso Gutiérrez-Martín, Ruth Pinedo-González, Cristina Gil-Puente","doi":"10.3916/c70-2022-02","DOIUrl":"https://doi.org/10.3916/c70-2022-02","url":null,"abstract":"This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media.\u0000El objetivo de este trabajo es analizar las percepciones de los docentes sobre sus competencias mediáticas y el uso de las TIC, así como la importancia que asignan a dichas competencias en la formación del profesorado. Se ha elaborado un cuestionario a partir de las propuestas de la UNESCO en TIC (Tecnologías de la Información y Comunicación) y AMI (Alfabetización Mediática e Informacional) que ha sido respondido por 402 docentes y futuros docentes. El diseño del estudio es transversal de alcance exploratorio, que usa metodología cuantitativa de tipo descriptivo y correlacional. Los resultados demuestran que el nivel competencial autopercibido de los docentes es bajo y siempre inferior a la importancia que se otorga a la correspondiente competencia. Los docentes asignan mayor importancia a las competencias AMI que a las competencias en TIC, lo que cuestiona la tendencia de priorizar la formación tecnológica y didáctica sobre la mediática. Se concluye con la necesidad de un cambio de paradigma hacia la convergencia en las políticas de formación del profesorado para la era digital, y se propone un modelo global de competencias del profesorado en medios y TIC (COMPROMETIC) que integra las competencias en AMI con las de los docentes en TIC. Un modelo basado en una doble convergencia: la de diferentes alfabetizaciones, y la de la multialfabetización resultante con la capacitación específica de los profesionales de la educación en TIC y medios.","PeriodicalId":10773,"journal":{"name":"Comunicar","volume":" ","pages":""},"PeriodicalIF":5.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44550609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}