Comunicar 39-ingles - Revista Comunicar

28Comunicar, 39, XX, 2012tors for a convergent, didactic approach for the developmentof media competence.According to currency, authorship, institutionalsupport and other specific criteria, the sample selectedcomprises:• An article by Area (2008) about the developmentof information and digital competences in orderto train students to become autonomous, intelligentand critical in our current society, defending the use oftechnology in a new educational model, suggestingdidactic activities according to three basic dimensionsdescribed in the competences.• Research carried out by Celot & Pérez-Tornero(2009) on Media Literacy policies and the analysis,reflection and proposals on digital literacy in Europe,Educational training is required in order to becomecompetent, to be able to search for and discriminate information,to understand meaning and to express oneself withand through the media, to participate and interact, tocommunicate...Our research leads us to conclude that thereis an increasing interest in information, focused on trainingteachers.as a first system of indicators to determine the levels ofmedia literacy.• «Bloom’s taxonomy in the digital era»(Churches, 2009), in which behaviours, actions andlearning opportunities are analysed and new toolsintroduced for the new learning methods.• The «Teacher Resource Guide» (Di Croce,2009), whose aim is to develop new media skills instudents to help them deconstruct media images andmessages.• A proposal by the Pompeu Fabra University incollaboration with the Audiovisual Council ofCatalonia (Ferrés, 2007), with new dimensions andindicators to assess audiovisual competence.• Contributions by Marquès (2009) on the integrationof 39 items organized in 11 dimensions establishedin 2002 in the study presented by the «ConsellSuperior d’Avaluació del Sistema Educatiu de laGeneralitat de Catalunya» together with seven otherSpanish regions (Asturias, Baleares, Canarias, Castilla-La Mancha, Comunidad Valenciana, País Vasco,Murcia).3. OutcomesThe information in these studies will help to systematizethe concept of media competence, establishingdimensions and indicators from a convergent didacticapproach. To this end, the elements analysed are theaudience, the conceptualization or the underlying concept,the dimensions and indicators presented and thedidactic proposals if applicable.The Area study (2008) is aimed at teachers workingwith students to develop their informational anddigital competences. The ‘information competence’and ‘digital competence’ concepts are based on thelink they have with the currentcurriculum, as it has beendemonstrated that by «separatingboth competences, as weused to do in the past, theapproaches might be biasedand simplistic». In this study,literacy in digital culture is presentedas the best option inorder to learn how to usehardware and software and«to develop cognitive skills forcollecting information, understandcontent and produceinformation, for communicationand social interaction withtechnology, developing valuesand attitudes to give moral, ideological and politicalmeaning to the actions developed with technology». Inrelation to these dimensions, the study presents threedifferent scopes for the development of informationand digital competences that should be considered asa whole: 1) Infor mation acquisition and comprehension;2) Conveying and disseminating information and3) Communication and social interaction. The didacticproposal is based on the principles of the NewSchool and Freire’s literacy theory adapted to educationalpractice with the support of ICTs. Genericdidactic activities are proposed for the use of ICTs inthe three established dimensions.The research by Celot & Pérez-Tornero (2009) isaimed at assessing media literacy levels in Europe.Media literacy is presented as a concept «that includesthe consideration of all media, traditional (analogue),novel (digital) and their convergence». Two dimensionsare identified; the first is linked to the individual’scapacity to use the media, divided in turn into indivi-© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 25-33