Suchergebnisse

In the last few years, we have witnessed a generalization of the use of Information and Communication Technologies in all the scopes of society. We may notice directly, in our jobs and our relationship with the others, the impact of these devices, but there is an age group where this infl uence is neat and clear in a way that we as adults hardly understand: children and adolescents. This age group has become familiar immediately with technologies that, for those who have the responsibility of their education, still remain totally unknown. This raises important challenges that begin with the knowledge of how this Interactive Generation is growing up. However, this challenge is not new: In the 50's, another screen revolutionized society as well: television. Nevertheless, it took it nearly twenty years to reach most homes and as many more to become a priority object of study. To this day, it brings up numerous dilemmas to legislators and researchers. At the dawn of XXIst century, the new screens open a new revolution that, unlike the previous one, runs much faster. It has hooked the young audience since the beginning and has generated problems and opportunities which were unknown up until now. And the television generation feels obliged to decide and act on a different generation, that has grown in a very different social, cultural and educational context, and that, just like interactive media, is not linear and it does not respond to previously known patterns. The present study tries to offer a refl ection on what are the features that identify the Interactive Generation, particularly in Ibero-America. This executive summary gathers the details of the methodology applied to the study of Interactive Generations in Ibero-America, a review of the main research studies and groups focused on children, young people and new technologies, the conclusions and the global results of the sample, organized by screens (Internet, cell phones, videogames and television).

This paper's objective is to deal with the educational potentiality of media in the development of the communicative and participative competences which are clearly needed and an essential part of all civic education. After a description of the situation in Spain at present with reference to the absence of participation and its possible causes, the text refers to the support that educational policy has given to civic education in schools over the last 15 years, and which will, hopefully, help to improve the situation. Secondly, the paper deals with the relationship between media and citizen participation, and analyzes the situation of young Spaniards and their relationship with the media in an attempt to discover if, by using media and new media it would be possible to generate positive attitudes towards participation. Before the conclusions a practical case study where media have been used to motivate youth will be analyzed.

Nuestra propuesta en este artículo es mostrar la virtualidad educativa que los medios tienen para el desarrollo de competencias comunicativas y participativas de las que estamos especialmente necesitados y son parte esencial de toda educación cívica. Tras una primera aproximación a la actual situación española respecto a esa ausencia de participación y sus posibles causas, nos referirmos en la primera parte, a la promoción que desde la política educativa se está haciendo en los últimos 15 años de una educación cívica, en la escuela, que ayude a superar esa situación. En un segundo lugar, abordaremos la relación que se da entre medios de comunicación y participación ciudadana, y analizaremos la situación de la juventud española y su relación con los medios para intentar averiguar si gracias a esa relación es posible ayudar a general actitudes participativas. Un análisis de un caso práctico y reciente donde esto se ha conseguido será la última parte de este segundo apartado, previo a la conclusión. ; Abstract: Our intention in this article is to deal with the educational virtuality of the media in the development of the communicative and participative competences which we clearly need and which are an essential part of all civic education. To begin with, we offer a description of the situation in Spain at present with reference to the absence of participation and its possible causes. We also refer to the support that educational policy has given to civic education in schools over the last 15 years, and which will, hopefully, help to improve the situation. Secondly, we will deal with the relationship between the media and citizen participation, and will analyze the situation of young Spaniards and their relationship with the media in an attempt to discover if, by using them, it is possible to generate positive attitudes towards participation. Before the conclusions a practical case study where media have been used to motivated youth will be analyzed.

Influencers have established themselves as key allies for brands by cultivating a powerful public image to promote them. In the case of Instamoms, these collaborations can offer moms a means of achieving economic stability. In a country like Mexico, where the gender gap in the labor market remains a contentious issue, digital work represents an opportunity for women. The similarity between the organic content and commercial content created by these profiles has strengthened the presence of hybrid advertising. This means of advertising has not spelled the end for the original content, and audiences may struggle to spot ads if sponsorship is not disclosed properly. It is important for consumers to be able to identify ads so their persuasion knowledge can be activated. This article examines the commercial messages and types of disclosure used by Mexican Instamoms to inform their followers of the commercial nature of their collaborations. The types of disclosure are analyzed based on language, location, and type of text. After a content analysis of 10,135 stories and more than 330 posts, 40% and 47% of the sample, respectively, was identified as advertising content. The analysis revealed that less than 5% of the Instamoms sponsored content was tagged as such and that sponsorship disclosure does not form part of the usual protocol for influencer-brand collaborations in a country where no legislation is yet in place and the sector is making little effort to control these practices.

Introducción: La desinformación se ha convertido en un problema clave para las sociedades democráticas contemporáneas. Para contrarrestar esta amenaza, las autoridades públicas de numerosos países han puesto en marcha diversas iniciativas legales, tecnológicas y educativas. Este artículo aporta una revisión bibliográfica y de textos legales, que evidencia la importancia creciente otorgada por la Unión Europea a la alfabetización mediática. Metodología: Mediante revisión documental, se examinan informes y textos legales europeos y de países de la UE, con el fin de evaluar el grado de relevancia que se asigna a la alfabetización mediática para luchar contra la desinformación. Resultados: El análisis comprueba una presencia recurrente de la alfabetización mediática como una de las medidas necesarias para combatir la desinformación en el territorio europeo. Discusión y conclusiones: Más allá de simples soluciones tecnológicas y legales para combatir la desinformación, se comprueba que la Unión Europea apuesta por co-responsabilizar a la ciudadanía, mediante políticas de promoción de la alfabetización mediática. Se consolida, en definitiva, un modelo de lucha contra la desinformación basado en un conjunto de soluciones multinivel. ; Introduction: Disinformation has become a key problem for contemporary democratic societies. To tackle this threat, public authorities in many countries have launched various legal, technological and educational initiatives. This article provides a literature and legislative review, which shows the growing importance given by the European Union to media literacy. Methodology: European and EU country reports and legal texts are examined, in order to assess the degree of relevance assigned to media literacy to tackle misinformation. Results: The analysis confirms a widespread presence of media literacy as one of the necessary measures to combat disinformation in the European territory. Discussion and Conclusions: Beyond mere technological and legal solutions to tackle disinformation, this article finds that the European Union is committed to making citizens co-responsible, through policies to promote media literacy. In short, a model for acting against disinformation based on a set of multilevel solutions is consolidated.