Comunicar 39-ingles - Revista Comunicar

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26Comunicar, 39, XX, 20121. IntroductionChildren and the youth of today develop new anduncontrolled skills, and ways to manage informationand provide answers that differ from adults’ views.This explains the relevance of the ‘digital native’ conceptsubscribed to by Prensky (2011; 2001). The newways of dealing with information, to link concepts, tosearch, to express and ultimately, to think in a morevisual, kaleidoscopic way, faster and more interactivethan before, challenge the current pedagogical approa -ches followed at schools. Paradoxically, this developmentimplies a confrontation with the traditional skills.The speed of technological advances unquestionablyaffects teaching and generates changes in communicativeprocesses. According to Buckingham(2006), «we urgently need to define a much more proactiverole for the school as a key public sphere institution».And as the Delors report (1994: 91-103) statesthat «the 21st century offers unprecedented resourcesfor information dissemination, information storage andfor communication. These resources demand educationto provide new requirements for a massive andefficient transmission of information, with more andmore evolutionary, theoretical and technical competencesat stake, as well as new approaches whichneed to be defined». Therefore, education «must providethe guidelines in a complex, changing world as acompass that guides us along the new paths».Technologies and the media are complicating thetraditional paths, and their presence in education is notsystematized. As we observe, the implementation ofnew technologies has often been an exclusively politicalissue. Politicians provided schools with equipmentthat in many cases has not been used while promotingtraining courses for teachers... In any case, technologicaldeterminism does not imply a direct change in education.Attempts to consolidate coordinated projects inthe curriculum, transforming the media and the newtechnologies into tools for learning, are usually unsuccessful.«Technology must not be an end in itself, anda significant use is necessary to overcome difficultiesregarding its implementation in education, consideringthe purposes for its usage and establishing an integralpedagogical framework according to the needs of teachers,students and society» (Levis, 2006: 79).According to Pérez-Tornero & Martínez-Cerdá(2011: 41-42), the paradoxical effect of technologicaladvance and the inadequate citizenship training provehow diffusionist, economic and biased approachesleave aside changes in cultural attitudes and in thedevelopment of critical skills, creativity and the personalautonomy of individuals. Some of the investigationsin which we have participated confirm this paradox(Pérez-Rodríguez, Aguaded & Monescillo, 2010). Inthis sense, the development of media competencewould support a new concept of education, fosteringcritical thinking, cooperation, dialogue and the productionand management of new knowledge, the functionalityof learning, tolerance and diversity.In the late twentieth century, the concept of «competence»gradually emerges in the educational context,evolving towards a new perspective, from the traditionalbehavioural approach into a new approach closerto the social constructivism, including the skills neededto face the complex demands of specific contexts(Pérez-Gómez, 2007).These basic competences were incorporated intothe Spanish education system in 2006, with the appearanceof the Organic Law of Education 2/2006.However, these initiatives first started to appear backin 1990, with the «World Declaration on Educationfor All and Framework for Action to Meet BasicLearning Needs» (Jomtien, Thailand), ratified tenyears later at the World Education Forum in Dakar.More recently, a working group appointed by theEuropean Commission presented a report on «Edu -cation & Training 2010. Key competences» (OECD,2005; European Commission, 2006).There are interesting elements in competencybasededucation which are presented as new ways toapproach and solve some of the current educationalproblems. One of the most interesting ideas is intro -duced by Perrenoud (2004), «the capacity to chooseand use relevant content to face specific situations andproblems», which is very useful when confrontingcurrent social challenges in education. This newapproach should integrate the media and ICTs, fosteringthe development of critical skills, creativity and freedomof speech with no limits in format, time or space.In accordance with the guidelines provided by theEuropean Parliament, the Organic Law of Education2/2006 (MEC, 2006) includes eight basic competencesamong which «information processing and digitalcompetence» represent a significant acknowledgmentof the initiatives carried out in Spain in the implementationof ICTs. Also in line with the European Parlia -ment guidelines, the Spanish Organic Law of Edu -cation sets out some extra skills in relation to the informationand communication process, as the main aimof this competence is to transform knowledge. In ouropinion, this competence incorporates language andmedia proficiency, the decoding and transfer patternsused by the media and their subsequent comprehension,the critical approach, communication and deli-© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 25-33
27very. According to the guidelines, «information doesnot automatically imply knowledge acquisition.Transforming information into knowledge requiresthinking skills to organize, link, analyse, synthesise,infer and deduct information at different levels of complexity,also with prior knowledge. These skills alsopermit the transfer of the information using expressiveresources, different languages, specific techniques andpossibilities offered by the ICTs» (MEC, 2006). Allthese aspects need to be taken into account for the literacyrequired in the development of media competence.Historically, the digital andaudiovisual competences havebeen separate, with the latterfocused on the knowledge,skills and attitudes related tothe mass media and audiovisuallanguage, and the formerlinked to searching abilities,processing, communication andinformation dissemination withtechnologies. Masterman (1993:275-284) laid the groundworkfor media education, highlightingthe impor tance of audiovisualliteracy, collaborationwith families, teachers andmedia professionals, trainingprograms for teachers and thecreation of agencies to fosterthe interaction and integrationof media education in schools.By the end of the twentiethcentury, technological development displaced theaudiovisual, and many media education supportersthought that technologies would turn everything upside-downin education. However, nowadays the instrumentaldimension of technology prevails over trainingpractices, critical skills development and creativity.The need to train to develop critical viewstowards the media remains a priority for the EuropeanParliament and the European Commission. Many initiativeshave been launched to pursue the goal of globalmedia literacy in the educational environment(Audiovisual Media Services Directive, EuropeanApproach to media literacy in the digital environment,Commission Recommendation on Media Literacy,Mapping Media Education policies in the world: contributionsand world challenges). In order to create anew concept of media literacy, it is important to combinethe educational and socio-cultural dimensions,the new digital competences and classic forms of literacy(reading and writing), and take into account thecultural transformation and the convergence of themedia (Pérez-Tornero, 2004; Pérez-Tornero & Mar -tí nez Cerdá, 2011).According to Spanish Directive 2007/65 «MediaLiteracy includes abilities, content and comprehensionskills to interact efficiently and safely with the media.Competent users are able to choose and understandcontent, to optimise the opportunities offered by newThere are interesting elements in competency-based educationwhich are presented as new ways to approach andsolve some of the current educational problems. One of themost interesting ideas is introduced by Perrenoud (2004),«the capacity to choose and use relevant content to facespecific situations and problems», which is very useful whenconfronting current social challenges in education. This newapproach should integrate the media and ICTs, fostering thedevelopment of critical skills, creativity and freedom ofspeech with no limits in format, time or space.technologies and to protect their families and themselvesfrom offensive content». As digitalisation is thecurrent trend today, it is necessary to consider the conceptualand terminological integration of digital and/oraudiovisual literacy together with media literacy and,therefore, to propose dimensions and indicators to formulatea didactic and convergent approach.2. Material and methodsAfter the analysis of six investigations on digital andmedia literacy, this study qualitatively describes therelevant aspects of each, focusing on the audience, theconceptualization used and the concept itself (audiovisual,digital or media literacy), the dimensions proposed,the taxonomy and indicators and the didactic proposals:objectives, content, activities... directly linked tothe development of media competence. All this informationpermits us to introduce dimensions and indica-Comunicar, 39, XX, 2012ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 25-33
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