Alfabetización mediática y discurso publicitario en tres centros escolares de Guayaquil
The advent of new technologies in everyday life has brought about a major shift in determining both the relationships between subjects, and the ways in which reality is interpreted and understood. Therefore, media literacy is posed today as an indispensable discipline in educational systems worldwid...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/61331 |
| Acceso en línea: | http://hdl.handle.net/11441/61331 |
| Access Level: | acceso abierto |
| Palabra clave: | Media Media literacy Media education Critical thinking Advertising discourse Medios Alfabetización mediática Educación mediática Actitud crítica Discurso publicitario |
| Sumario: | The advent of new technologies in everyday life has brought about a major shift in determining both the relationships between subjects, and the ways in which reality is interpreted and understood. Therefore, media literacy is posed today as an indispensable discipline in educational systems worldwide. This article presents the results of an experiment with high-school students. The aim of the experiment is to see to what extent media literacy can be useful to enhance the interpretative competence of students. The sample consists of students of 14-15 years of age, studying the Tenth course in three schools of Guayaquil. The independent variable comprised five advertisements. The results highlight the fact that, regardless of the socioeconomic context, students who were media literate showed a higher decoding and interpretative capability than those who were not. |
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