Comunicar 39-ingles - Revista Comunicar

29dual and social competences. The second dimensionderives from a contextual analysis of the «environmentalfactors» of the field. Each dimension is distributedaccording to different criteria. Contextual factorsinclude the following criteria: «availability of themedia» and «context» (educational, legal, industrialand civil), and criteria related to individual skills regarding«use» (technical skills), «critical comprehension»(fluency in interpreting and comprehension) and«communicative skills» (the ability to establish sociallinks through the media). According to this research,media literacy is the result of a dynamic process ofavailability, context and communicative skills, includingthe levels of media competence within the scopeof the individual. Other components are also definedand presented as indicators to assess the level of mediacompetence in Europe. There are no didactic proposals,but some recommendations for the curriculumthat include the development of media competence,allocating resources for training teachers in media literacy,promoting the assessment of media competencein teachers and media training in the professional trainingprograms.Churches’ work (2009) focuses on teachers andtrainers in general. The conceptualization is linked todigital competence, and it begins with a classificationof cognitive processes in learning (Bloom’s taxonomy),adapted to include digital competence skills. There aresix categories in ascending order: to remember, tounderstand, to apply, to analyse, to assess and to produce).Each of these categories comprises differentskills. Collaboration and communication are presentedas essential elements, and some digital activities areincluded for use in anyone of these dimensions, highlightingthe importance of using tools to foster cooperationin students, such as wikis, blogs, collaborativetools, social networks...The work by Di Croce (2009) consists of a guideto support teachers in the development of media literacyin students, helping them to assess consumersocieties and the different responses of people towardsinformation. The terminology used (Media Literacy)implies the convergence of traditional and digitalmedia. It is, therefore, necessary to include it in thedefinition of the Media in the 21st century: Internet(websites, blogs, podcasts, RSS feeds and social networks),music and films, books (including e-books),comics, journals, advertising (billboards, branded products),cell-phones (and applications), video gamesand physical places (Coca-Cola store). Regarding themedia literacy dimensions there are no classifications,but a series of key concepts of the media that refer tothe construction of reality, the negotiation of meaning,commercial, ideological, social and political implications,form, content and aesthetics. A list of activities isincluded to reflect on issues related to the media, aswell as production activities that place students in therole of editors or which deconstruct adverts with theaim of assessing the information provided by themedia.Ferrés’ research (2007) aims at «identifying objectives,processes and contents in audiovisual communicationto be acquired and developed by students at theend of compulsory secondary education. These objectives,processes and contents would act as the foundationsfor the development of life-long learning.University curriculum content would serve to trainfuture teachers and professionals in the audiovisualcommunication and information environments». Theunderlying concept of audiovisual competence isunderstood as the «ability to critically analyse andinterpret images and audiovisual messages, and tocommunicate properly in the communicative environment.This competence is related to knowledge of themedia and basic use of multimedia technologies».More specifically, this competence involves «masteringconcepts, procedures and attitudes related to the sixbasic dimensions of Audiovisual Communication».The six dimensions are interconnected and includeindicators divided into two areas: analysis and deliveryof information: language (codes and analysis skillsfor audiovisual messages); technology (theoreticalknowledge and ability to use tools for audiovisual communication),production and programming processes(the work of the main agents in the process, ability tocreate audiovisual messages); ideology and values(comprehensive and critical reading and analysis ofaudiovisual messages): reception and audience (abilityto recognise the active role of the audience and to criticallyevaluate emotional, rational and contextual elementsin the reception of audiovisual messages); theaesthetic dimension (ability to analyse and assessaudiovisual messages from an aesthetic point of viewand the capacity to link them to other forms of artisticand media expression). In this research there are noexplicit didactic proposals, but the objectives, processesand content are presented as part of the final product.Marquès (2009) focuses on teachers involved inthe development of competences among students.The «Digital competence» concept is defined as the«combination of knowledge, abilities and skills togetherwith values and attitudes to reach objectives efficientlyin different contexts with the support of digital tools.Comunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 25-33