Comunicar 39-ingles - Revista Comunicar

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30Comunicar, 39, XX, 2012This competence is framed within the mastery of fiveabilities related to the different dimensions of digitalcompetence». Five dimensions are presented, eachdivided into five indicators: the learning dimension(transforming information into knowledge and informationacquisition); the informational dimension(access, evaluation and treatment of information indigital environments); the communicative dimension(interpersonal and social communication); the digitalculture dimension (social and cultural practices of theknowledge society and digital citizenship); the technologicaldimension (technological literacy and masteryof digital environments). These dimensions are embodiedin five abilities related to the media and digitalTo carry out didactic proposals that focus on media competence,it is necessary to deal with the procedures for accessinginformation, with the different languages that encodemessages today, with the reception and comprehension ofmessages, the technology spreading this information, theproduction, policies and ideology of the media industry, citizeninvolvement and the creative dimension. In this sense,training citizens to be autonomous and critical towards themedia and ICTs would be a success.environments: learning and producing knowledge;obtaining, evaluating and organizing information indigital formats; communicating, interacting and collaboratingin digital environments; acting in a responsible,safe and civic way; using and managing devicesand digital work environments that would be useful forcreating teaching and learning activities to foster digitalcompetence development.4. DiscussionGiven the fact that skills related to the media, technologyand information are necessary for citizens tobecome autonomous and continue learning, it isimportant to determine the dimensions and indicatorsneeded to present an appropriate didactic proposal forthe development of media competence.The increasing exposure to information today isnot associated to a growing development of criticalanalysis among viewers. According to studies byAguaded et al. (2007), Aguaded et al. (2011) andPérez-Tornero & Martínez-Cerdá (2011), technologicalor media equipment does not make citizens competentin that field. Educational training is required inorder to become competent, to be able to search forand discriminate information, to understand meaningand to express oneself with and through the media, toparticipate and interact, to communicate...Our researchleads us to conclude that there is an increasinginterest in information, focused on training teachers, inthe works by Area (2008), Churches (2009), Di Croce(2009), Ferrés (2007) andMarquès (2009). Ferrés(2007) also includes Spanishstudents in compulsory secondaryeducation and futureinformation and communicationprofessionals. In general,all these works focus on formaleducation, but do not includereferences to other sectors ofsociety, which are also part ofthe media society, but remainoutside the literacy process(housewives, the elderly, theunemployed). Coinciding withBuckingham (2009), weunderline the importance ofthis key aspect in relation to thechanges needed in policies onand practices in media literacy.According to our analysis,and concerning the terminologicaland conceptual questions, there are two differentiatedtendencies: studies that refer to media literacy(Celot & Pérez-Tornero, 2009; Di Croce, 2009) bridgingtraditional media (TV, radio, newspapers) andnew technologies; studies that describe digital competence(Marquès, 2009) or information and digital competence(Area, 2008), focusing on the development ofdigital competence: content, abilities and attitudes relatedto searching for and comprehension, communication,creation and dissemination of information usingtechnologies. Ferrés (2007) introduces the concept ofcompetence in audiovisual communication, includingthe technological dimension, but focuses on the use ofthese tools as a boost to audiovisual communication.Churches (2009) adapts the abilities related to digitalcompetence to the cognitive processes of learning in© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 25-33
31Bloom’s taxonomy. It seems convenient to propose aterminological convergence together with the convergenceof the media, as suggested by Pérez-Tornero(2004) in relation to socio-cultural aspects and conceptualizedby the European Commission (2007;2009).Regarding the dimensions detailed above, the proposalsare diverse but there is a link between the worksthat describe the dimensions for media literacy (Celot& Pérez-Tornero, 2009) and those describing competencein audiovisual communication (Ferrés, 2007);and between those works that introduce the dimensionsof digital competence (Area, 2008; Marquès,2009). The main difference in the first group is theincorporation of contextual factors (Celot & Pérez-Tornero, 2009), while in Ferrés (2007) there appearsto be only one dimension that refers to processes andproduction agents and no references to laws regulatingthe media or citizenship involvement. However, thereis a reference to the dissociation of emotion and reasongenerated by images, one of the most importantand least studied aspects of media education since thediscovery of neuroscience (Damasio, 2005). It wouldbe interesting to analyse the emergence of video gamesand the permanent connection and exposure to imagesin adolescent networks.In «Study on Assessment Criteria for MediaLiteracy Levels», the indicators cited are more functional,and the criteriarelated to traditionaldigital competenceare moreintegrated whencompared to the«articulated proposalfor dimensionsand indicators inthe audiovisualcommunicationcompetence». Asfor digital competence,Area (2008)and Marquès(2009) both presentdimensionsrelated to theacquisition andcomprehension ofinformation, communicationandsocial interaction,delivery and disseminationof information. Marquès (2009) introducesthe digital culture dimensions, which include the socialand cultural practices of the knowledge society anddigital citizenship, the technological literacy dimensionand the knowledge and mastery of digital environments.Due to the divergence observed, our proposalwould add to these dimensions and indicators the mostrelevant aspects for the development of media competence,with ten dimensions classified in a hierarchicalpyramid in which the knowledge field would includepolicies and media industry, production processes,technology, language and access to information; thecomprehension field would have reception and comprehension,ideology and values; and at the top of thepyramid, the delivery field would comprise communication,creation and citizen involvement. After defininga series of indicators for each of these dimensions, wewould propose some general activities.In this sense, only half of the works analysed offerdidactic proposals. Area (2008) and Churches (2009)present general activities related to the dimensions orcategories described, together with material or resources(Area) and digital tools (Churches). This trend isalso evident in Bloom’s taxonomy, where the activitiesproposed consist of defining, reciting and playing in ageneral sense, with no further specific didactic guidelines.However, in «Guide for Media Literacy» (DiComunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 25-33
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