Transmedia literacy in the new media ecology: Teens´ transmedia skills and informal learning strategies

Autores/as

DOI:

https://doi.org/10.3145/epi.2018.jul.09

Palabras clave:

Media literacy, Transmedia literacy, Transmedia skills, Informal learning strategies, Short-term ethnography.

Resumen

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception -"˜transmedia literacy´- that moves from traditional media literacy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme.

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Biografía del autor/a

Carlos A. Scolari, Universitat Pompeu Fabra

Carlos A. Scolari has a Ph.D. in Applied Linguistics and Communication Languages (Catholic University of Milan, Italy) and a Degree in Social Communication (University of Rosario, Argentina). He is Associate Professor at the Department of Communication  of the University Pompeu Fabra - Barcelona. He´s the Principal Investigator of the H2020 Transmedia Literacy research project (2015-18). 

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Publicado

2018-07-30

Cómo citar

Scolari, C. A., Masanet, M.-J., Guerrero-Pico, M., & Establés, M.-J. (2018). Transmedia literacy in the new media ecology: Teens´ transmedia skills and informal learning strategies. Profesional De La información Information Professional, 27(4), 801–812. https://doi.org/10.3145/epi.2018.jul.09

Número

Sección

Artí­culos de investigación / Research articles