La Transliteracy degli studenti del Liceo classico Italiano
The integration of new media literacies and, consequently, of strategies such as transmedia learning in teaching-learning processes has been a topic of interest among various types of national and international institutions and governments. Transmedia learning, with socioconstructivist roots and a h...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/689500 |
| Acceso en línea: | http://hdl.handle.net/10803/689500 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació secundària Educación secundaria Higher education Competència digital Competencia digital Digital competence Alfabetització mediàtica Alfabetización mediática New media literacies Aprenentatge transmedia Aprendizaje transmedia Transmedia learning Educació mediàtica Educación mediática Media education Italia Italy 373 |
| Sumario: | The integration of new media literacies and, consequently, of strategies such as transmedia learning in teaching-learning processes has been a topic of interest among various types of national and international institutions and governments. Transmedia learning, with socioconstructivist roots and a high degree of digital competence, flexible and open, responds to this new media reality and attempts to capitalise, from a didactic perspective, on the learning opportunities generated by the new context of participatory culture and media convergence. In this sense, this article proposes to analyse the skills, reflections and expectations that Italian students of classical baccalaureate have in order to face these new formative changes that are coming in the form of transmedia learning. To this end, a mixed methodological approach (qualitative and quantitative) has been designed and applied in the context of a classical high school in Cagliari (Italy): a literature review to build a theoreticalframework, a quantitative phase with a questionnaire on digital competences (N= 128), and a qualitative phase with a set of semi-structured interviews (N=17) and two focus groups (N=14). In relation to the theoretical framework, a brief conceptualisation of transmedia learning is presented, outlining the characteristic elements of this circulation of new knowledge that is available to learners today, thanks to the continuous development of media; then, the opportunities and advantages offered by transmedia learning in terms of enrichment, productive knowledge exchange and collaboration between learners also outside school thanks, above all, to the personalisation of learning are reviewed. Finally, the possible challenges of transmedia learning are described, aimed at overcoming the resistances still present in schools in order to successfully govern the educational changes that are taking place. |
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