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The over-exposure to information facilitated by the hybrid media system and social networks is a key factor contributing to the increasing polarization of public opinion on major political issues. The European integration project is one of the major political processes affected by information manipulation and disinformation. In this regard, social networks have become powerful tools for nurturing news siloes or "echo chambers," influencing people's perceptions of important political issues in a manner that could have a destabilizing effect on democratic processes and institutions. In this context, the role of media discourses and their circulation among networked publics has become particularly relevant, leading audiences to adopt different views supporting or rejecting the European project. This thematic issue features a range of articles considering how the Europeanization process is impacted by discourses circulating in the hybrid media system or threatened by the destructive dynamics of disinformation and polarization.

Resumen: La transformación digital construye sociedades basadas en lógicas participativas y conectadas donde los ciudadanos se convierten en usuarios en red que participan en igualdad de condiciones desde dispositivos móviles. La cada vez más naturalizada interacción virtual, acentuada tras los últimos sucesos de confinamiento global por la pandemia Covid-19, obliga a una continua reflexión en la que la comunicación y la educación son factores determinantes en el avance de la sociedad. La cuestión que emerge ante un panorama de inexorable penetración tecnológica y conectividad es si se están realizando las acciones y prácticas adecuadas para que esa participación resulte crítica y democrática. En este contexto se presenta este monográfico donde comunicación y educación se entrelazan para ofrecer aportes significativos en cuatro áreas: 1) la comunicación tratada en el ámbito educativo: el periodismo en el aula y las competencias transmedia; 2) las redes sociales como espacios para la comunicación y la educación: uso de Twitter e Instagram en contexto educativo, bots, desinformación, bulos y competencias digitales; 3) las nuevas generaciones conectadas, y 4) actores emergentes en la comunicación y la educación: youtubers, gamers plataformas OTT y responsabilidad familiar. ; Abstract: The digital transformation builds societies based on participatory and connected logics where citizens become network users who participate on equal terms from mobile devices. The increasingly naturalized virtual interaction, accentuated after the last events of global confinement by the Covid-19 pandemic, forces a continuous reflection on communication and education as determining factors in the advancement of society. The question that emerges in the face of inexorable technological penetration and connectivity is whether they are carrying out the appropriate actions and practices for this resulting critical and democratic participation. In this context, this monograph is presented where communication and education are intertwined to offer specific contributions in four areas: 1) communication addressed in the educational field: journalism in the classroom and transmedia skills; 2) social networks as spaces for communication and education: use of Twitter and Instagram in an educational context, bots, misinformation, rumors and digital skills; 3) new connected generations, and 4) emerging actors in communication and education: youtubers, OTT platform gamers and family responsibility. ; La participación de las editoras temáticas en este monográfico se enmarca dentro de los resultados del Proyecto I+D "Youtubers e instagramers: La competencia mediática de los prosumidores emergentes" (RTI2018-093303-B-I00), financiado por la Agencia Estatal de Investigación del Ministerio de Ciencia, Innovación y Universidades de España y el Fondo Europeo de Desarrollo Regional (FEDER).

The digital transformation builds societies based on participatory and connected logics where citizens become network users who participate on equal terms from mobile devices. The increasingly naturalized virtual interaction, accentuated after the last events of global confinement by the Covid-19 pandemic, forces a continuous reflection on communication and education as determining factors in the advancement of society. The question that emerges in the face of inexorable technological penetration and connectivity is whether they are carrying out the appropriate actions and practices for this resulting critical and democratic participation. In this context, this monograph is presented where communication and education are intertwined to offer specific contributions in four areas: 1) communication addressed in the educational field: journalism in the classroom and transmedia skills; 2) social networks as spaces for communication and education: use of Twitter and Instagram in an educational context, bots, misinformation, rumors and digital skills; 3) new connected generations, and 4) emerging actors in communication and education: youtubers, OTT platform gamers and family responsibility. ; La transformación digital construye sociedades basadas en lógicas participativas y conectadas donde los ciudadanos se convierten en usuarios en red que participan en igualdad de condiciones desde dispositivos móviles. La cada vez más naturalizada interacción virtual, acentuada tras los últimos sucesos de confinamiento global por la pandemia Covid-19, obliga a una continua reflexión en la que la comunicación y la educación son factores determinantes en el avance de la sociedad. La cuestión que emerge ante un panorama de inexorable penetración tecnológica y conectividad es si se están realizando las acciones y prácticas adecuadas para que esa participación resulte crítica y democrática. En este contexto se presenta este monográfico donde comunicación y educación se entrelazan para ofrecer aportes significativos en cuatro áreas: 1) la comunicación tratada en el ámbito educativo: el periodismo en el aula y las competencias transmedia; 2) las redes sociales como espacios para la comunicación y la educación: uso de Twitter e Instagram en contexto educativo, bots, desinformación, bulos y competencias digitales; 3) las nuevas generaciones conectadas, y 4) actores emergentes en la comunicación y la educación: youtubers, gamers plataformas OTT y responsabilidad familiar. ; A transformação digital constrói sociedades baseadas em lógicas participativas e conectadas, onde os cidadãos se tornam usuários de rede que participam em termos iguais de dispositivos móveis. A interação virtual cada vez mais naturalizada, acentuada após os últimos eventos de confinamento global pela pandemia de Covid-19, força uma reflexão contínua sobre comunicação e educação como fatores determinantes no avanço da sociedade. A questão que surge diante da inexorável penetração e conectividade tecnológica é se eles estão adotando as ações e práticas apropriadas para essa participação crítica e democrática resultante. Nesse contexto, é apresentada esta monografia onde a comunicação e a educação estão interligadas para oferecer contribuições específicas em quatro áreas: 1) comunicação abordada no campo educacional: jornalismo em sala de aula e habilidades transmídia; 2) redes sociais como espaços de comunicação e educação: uso do Twitter e Instagram em um contexto educacional, bots, desinformação, trotes e habilidades digitais; 3) as novas gerações conectadas e 4) os novos atores em comunicação e educação: youtubers, jogadores da plataforma OTT e responsabilidade familiar.

Introducción: Las redes sociales se han convertido en el actual escenario de crisis no sólo en el canal más consumido por los jóvenes, sino también en un caudal descontrolado de informaciones que tienden a polarizar las opiniones, a alimentar las controversias y a sembrar desconfianzas. Los medios –y con ellos los periodistas– deben definir nuevos modelos comunicativos adaptados a estos espacios virtuales donde recuperen su legitimidad y contrarresten la problemática expansión de la desinformación. Este trabajo se centra en el estudio de la confianza, el consumo y la percepción de los jóvenes españoles hacia los medios y las fake news sobre la premisa de que el conocimiento de las audiencias ayudará a los profesionales a recuperar la esencia del periodismo. Metodología: A partir de una metodología cuantitativa de carácter descriptivo y exploratorio, se aplica un cuestionario a una población de 465 jóvenes entre 18 y 24 años. El análisis se centra en dos constructos de estudio: 1) uso y consumo de medios y redes sociales; y 2) recepción, distinción y percepción de las fake news. Resultados: Los resultados evidencian una desconfianza abierta de la generación Z hacia a los medios, las redes, los políticos y los periodistas. La gran paradoja es que, admitiendo su recelo hacia las redes, los jóvenes declaran su consumo masivo. Discusión y conclusiones: La adecuación entre la información que se comunica y la realidad, así como la conexión con las expectativas de quienes la reciben, se convierte en una necesidad sustancial para el periodismo en el reto de legitimar su discurso en las redes sociales.

La inteligencia artificial (ia) en todos sus desarrollos avanza a mayor velocidad que la capacidad de instituciones y organismos para ofrecer respuestas legales, pero también deontológicas: asumir las implicaciones éticas de los nuevos escenarios digitales donde la tecnología aprende de las rutinas humanas con el fin de personalizar los contenidos resulta fundamental desde las esferas académica, política y empresarial. Este trabajo ofrece un marco interpretativo de la evolución de los altavoces inteligentes y asistentes de voz como herramientas de singularización de la información en paralelo al estudio del marco europeo para la creación de una ética de la ia. Los resultados muestran un esfuerzo de las instituciones por responder ante un avance imparable y demuestran que la ia no puede ser atendida únicamente mediante una normativización legal, sino que supone, sobre todo, una cuestión de preferencia ética.

Artificial intelligence (ai) in all its developments is advancing faster than the capacity of institutions and organizations to offer legal, but also deontological responses: assuming the ethical implications of the new digital scenarios where technology learns from human routines to personalize content is fundamental from the academic, politicy and business spheres. This paper offers an interpretative framework of the evolution of smart speakers and voice assistants as tools for information singularization in parallel to the study of the European framework for the creation of an ethics of ai. The results show an effort by institutions to respond to an unstoppable progress and demonstrate that ai cannot be addressed by legal regulation alone but is above all a matter of ethical preference. ; La inteligencia artificial ( ia) en todos sus desarrollos avanza a mayor velocidad que la capacidad de instituciones y organismos para ofrecer respuestas legales, pero también deontológicas: asumir las implicaciones éticas de los nuevos escenarios digitales donde la tecnología aprende de las rutinas humanas con el fin de personalizar los contenidos resulta fundamental desde las esferas académica, política y empresarial. Este trabajo ofrece un marco interpretativo de la evolución de los altavoces inteligentes y asistentes de voz como herramientas de singularización de la información en paralelo al estudio del marco europeo para la creación de una ética de la ia. Los resultados muestran un esfuerzo de las instituciones por responder ante un avance imparable y demuestran que la ia no puede ser atendida únicamente mediante una normativización legal, sino que supone, sobre todo, una cuestión de preferencia ética.

Artificial intelligence (ai) in all its developments is advancing faster than the capacity of institutions and organizations to offer legal, but also deontological responses: assuming the ethical implications of the new digital scenarios where technology learns from human routines to personalize content is fundamental from the academic, politicy and business spheres. This paper offers an interpretative framework of the evolution of smart speakers and voice assistants as tools for information singularization in parallel to the study of the European framework for the creation of an ethics of ai. The results show an effort by institutions to respond to an unstoppable progress and demonstrate that ai cannot be addressed by legal regulation alone but is above all a matter of ethical preference. ; La inteligencia artificial (ia) en todos sus desarrollos avanza a mayor velocidad que la capacidad de instituciones y organismos para ofrecer respuestas legales, pero también deontológicas: asumir las implicaciones éticas de los nuevos escenarios digitales donde la tecnología aprende de las rutinas humanas con el fin de personalizar los contenidos resulta fundamental desde las esferas académica, política y empresarial. Este trabajo ofrece un marco interpretativo de la evolución de los altavoces inteligentes y asistentes de voz como herramientas de singularización de la información en paralelo al estudio del marco europeo para la creación de una ética de la ia. Los resultados muestran un esfuerzo de las instituciones por responder ante un avance imparable y demuestran que la ia no puede ser atendida únicamente mediante una normativización legal, sino que supone, sobre todo, una cuestión de preferencia ética.

PurposeThis paper aims to increase the understanding of luxury brands' branded content strategies concerning follower's engagement generated or not by happiness and well-being feelings spread in their branded content.Design/methodology/approachThis study sample was composed of three of the most relevant luxury brands nowadays: Manolo Blahnik, Loewe, y Balenciaga. To address this research, an exploratory-correlational quantitative methodology was chosen; hypotheses were contrasted using ANOVA analysis with the SPSS software. Although the study can be considered quantitative, the first step of qualitative analysis was applied for content analysis with NVivo QSR software, categorizing all posts (N = 192) into three categories.FindingsThe dissemination of branded content and corporate social responsibility, despite being different in each case, show in general an interaction and affective commitment with their stakeholders. In the specific case of Manolo Blahnik and Loewe, they have prioritized their content, in the context of the pandemic, in posts related to social welfare, happiness, mental and physical health care. There are significant differences in the interaction with their audience, which respond very favorably to both "Happiness" and "Health and safety" content.Originality/valueThis study reveals how corporate social responsibility can be achieved using efficient communications in social networks. In this way, the perception of the image of the sector and the reputation can be improved – both sectoral and organizational – which unquestionably translates into economic gains for the brands.

Introduction: Spain's gradual integration into the European Union through the development of institutions and economic and structural changes is intrinsic to the construction of a pro-European public opinion in which the media have actively participated. Objectives: This research aims to analyse the topics disseminated by the leading Spanish media to detect how the EU is represented in these themes, determine the main, adjacent and counter-discourses and find out the degree of North/South polarisation. Methodology: By content analysis and critical discourse analysis, this paper studies 543 units from the Spanish media El País, El Confidencial, ABC, El Diario.es, RTVE and Antena 3 from July 2021 to March 2022. Discussion and conclusion: Following the methodological application, the results obtained allow us to conclude that the construction of Europeanisation in the Spanish media is constructed about specific issues, and after an in-depth analysis of the energy issue, we can affirm that media coverage is neutral in general terms. Europeanisation is presented from a role with the greater weight of Spain in the common project than in previous historical stages presented in the introduction to this paper. Likewise, there is a certain unanimity in the Spanish media, both in the thematic selection and in the actors who are given a voice in the information, as well as in the pre-European construction of public opinion, regardless of their editorial line.

Social networks have become crucial communication channels for brands through awareness, engagement, and word of mouth. Instagram is firmly positioned as a direct gateway between brands and consumers, as it became the fifth most-used social network globally in 2021. As such, branded content is expected to increase the brand's likability, by capturing the interest and attention of the consumer, which could differ depending on what social media platform is used. This study aims to analyze whether there is a relationship between the branded content published on the Instagram profile of luxury brands (Manolo Blahnik and Loewe) and the interactions of and with its followers, focusing on branded content communication associated to industrial, social responsibility, and commercial issues. A correlational study is presented using a quantitative methodology to test the hypotheses through an ANOVA analysis. The results show which type of content is more productive on Instagram's social network profile, helping diffusion of the firm, as it provokes more reactions from followers when using branded content related to social responsibility. It is also worth noting the extent of the interactions that branded content shows within the brand, whose influence is detected not in averages but in reach. The study's conclusions allow us to affirm that branded content directly impacts brand reputation, generating positive engagement in all the cases analyzed. The study contributes to a better understanding of the branded content effect on consumers.

This article presents an in-depth study of international indicators of media literacy in its most relevant contexts. The essay analyzes the main dimensions necessary to be taken into account as the starting point to measure, develop or foster media literacy for students or adults in any scenario. The UNESCO, European, and Australian framework are the three contexts studied as significant contributors to media literacy development. After the analysis, the conclusions focus on four specific indicators that are common to the three contexts studied. These four issues constitute the starting point for every research or researcher interested on media literacy studies. Keywords: Media literacy, digital citizenship, UNESCO, European Union, education, literacy

Nuevas competencias, dispositivos conectados y herramientas digitales están sacudiendo con fuerza los paradigmas educativos existentes, obligando a la educación a plantearse las oportunidades que la tecnología ofrece y las competencias digitales que implic a. El estudio presentado muestra evidencias empíricas de cómo los alumnos desarrollan estas competencias en entornos informales y pasan mucho tiempo en Internet mientras que la educación, pese a reconocer estas competencias en la legislación, con igual imp ortancia a las demás, no las desarrolla formalmente. Se trata de una investigación a 678 alumnos de Educación Primaria que estudia el uso y frecuencia de uso de las TIC, así como su grado de integración en actividades cotidianas en entornos informales. Se utilizan metodologías ex - post - facto, de técnicas cuantitativas, con un cuestionario diseñado ad hoc como instrumento para la recogida de datos. Los resultados apuntan a una generación de alumnos que antes de tener adquiridas completamente las competencias lecto - escritoras ya utilizan todo tipo de dispositivos, navegan por Internet, hacen fotos, vídeos, las editan, bajan aplicaciones y buscan tutoriales en YouTube. A la vista de los resultados se propone la inclusión curricular de la competencia digital más allá de su reconocimiento descriptivo legal. ; E ducational paradigms existing are currently being shaken by new skills, connected devices and digital tools, forcing education to consider the opportunities that technology offers and the digital competences that it implies. The study presented shows empir ical evidences on how students are developing these skills in informal scenarios, spending much time on the Internet, while, these competences, even being recognized by legislation with equal importance than others, are not being developed by educational s ystem in Spain. The research is applied on a sample of 678 Primary School students and the main scope is analysing the use and frequency of use of ICT and its degree of integration into everyday activities in informal scenarios. E x - post - facto methodologies are used through quantitative techniques, an ad hoc questionnaire has being designed as a tool for data collection. R esults point to a generation of students who have acquired digital skills before having fully acquired the reading - writing skills. Data co llected evidence, as well, that students use all kind of devices, s urf the Internet, take pictures, edit them, download applications and search for tutorials in You Tube. Taking into account the results obtained the curricular inclusion of digital competen ce beyond its legal descriptive recognition is proposed.

ABSTRACT: This article presents an in-depth study of international indicators of media literacy in its most relevant contexts. The essay analyzes the main dimensions necessary to be taken into account as the starting point to measure, develop or foster media literacy for students or adults in any scenario. The UNESCO, European, and Australian framework are the three contexts studied as significant contributors to media literacy development. After the analysis, the conclusions focus on four specific indicators that are common to the three contexts studied. These four issues constitute the starting point for every research or researcher interested on media literacy studies. ; This work is supported by the R+D+I Project entitled "Media competences of citizens in emerging digital media (smartphones and tablets): Innovative practices and educational strategies in multiple contexts", EDU2015-64015-C3-1-R (MINECO / FEDER), financed by the European Regional Development Fund (ERDF) and Ministry of Economy and Competitiveness of Spain.

Political and media polarization has had a detrimental impact on democratic principles and democratic processes on a global scale. In Europe, such polarization has eroded the trust in national and European institutions and has challenged the basic values that stand at the heart of the European integration project. The aim of this study is to analyze Spanish media discourses on Europeanization, with an attempt to identify key areas in which polarizing narratives related to Europeanization are more prevalent. To conduct our study, six national media outlets were selected based on four criteria: media format, ownership, ideology, and consumption. A final sample of 540 news items collected between July 2021 to March 2022 was selected for analysis. Using a qualitative methodological approach, the study was carried out in two stages. In the first phase, we conducted a content analysis to identify the main topics discussed in relation to the European Union and the actors represented in them. This led to the identification of polarizing narratives and discourses emerging in the context of the discussed topics. In the second phase, we used critical discourse analysis to analyze polarizing discourses.