Comunicar 39 - Revista Comunicar

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24 Comunicar, 39, XX, 2012 Referencias ABBOTT, C. & MASTERMAN, L. (1997). Media Literacy In for - mation Technology. Quebec: The Centre for Literacy: Working Papers on Literacy 2. (www.centreforliteracy.qc.ca/publi cations_ - old/ pa per2/ medialit.htm) (10-12-2011). ADCOCK, A.B., WATSON, G.S., MORRISON, G.R. & BELFORE, L.A. (2011). Effective Knowledge Development in Game-Based Lear - ning Environments: Considering Research in Cognitive Processes and Simulation Design. In I. MANAGEMENT ASSOCIATION, USA (Ed.), Gaming and Simulations: Concepts, Methodologies, Tools and Applications, 409-425. (DOI: 10.4018/978-1-60960-195- 9.ch206). BUCKINGHAM, D. (2003). Watching Media Learning. London: The Falmer Press. DEZUANNI, M. & MONROY, A. (2012). «Prosuming» across Cultures: Youth Creating and Discussing Digital Media across Borders. Comunicar, 38, 59-66. (DOI: 10.3916/C38-2012-02-06). KARPPINEN, K. (2009). Rethinking media pluralism and communicative abundance. Observatorio (OBS*). Journal, 3 (4), 151-169. LIVINGSTONE, S. (2002). Young and New Media. London: SAGE. MINISTRY OF EDUCATION (Ed.) (2005). Education for All. Ontario: Ministry of Education. (www.edu.gov.on.ca/eng/document/re - ports/ speced/panel/speced.pdf) (05-12-2011). FREIRE, P. & MACEDO, D.P. (1987). Literacy: Reading the Word & the World. South Hadley, Mass: Bergin & Garvey Publishers. MINISTRY OF EDUCATION (Ed.) (2010). Growing Success: Assess - ment, Evaluation and Reporting in Ontario Schools. (www.edu. - gov.on.ca/eng/policyfunding/growSuccess.pdf) (01-12-2011). On - ta rio: Ministry of Education. RAYNER, P., WALL, P. & KRUGER, S. (2004). Media Studies: The Essential Resource. London: Routledge. ROBERTS, D.F. & FOEHR, U.G. (2008). Trends in Media Use. The Future of Children 18(1), 11-37. WILSON, C., GRIZZLE A. & AL. (2011). Media and Information Curriculum for Teachers. Paris (France): UNESCO. WILSON, C. & DUNCAN, B. (2009). Implementing Mandates in Media Education: The Ontario Experience. In D. FRAU-MEIGS & J. TORRENt (Eds.), Mapping Media Education Policies in the World. New York: UN-Alliance of Civilizations / Huelva (Spain): Grupo Comunicar. Enrique Martínez-Salanova '2012 para Comunicar © ISSN: 1134-3478 • e-ISSN: 1988-3293• Páginas 15-24
D O S S I E R l Mª Amor Pérez y Águeda Delgado Huelva (España) Recibido: 11-02-2012 / Revisado: 25-02-2012 Aceptado: 28-03-2012 / Publicado: 01-10-2012 DOI: 10.3916/C39-2012-02-02 De la competencia digital y audiovisual a la competencia mediática: dimensiones e indicadores From Digital and Audiovisual Competence to Media Competence: Dimensions and indicators RESUMEN La necesidad de plantear la conceptualización de la competencia mediática conduce a una perspectiva más amplia en la que convergen aspectos vinculados a la competencia audiovisual y a la competencia digital. Ambas constituyen el marco de referencia de «El tratamiento de la información y competencia digital», competencia básica del currículum vigente en nuestro país. A pesar de las experiencias que se están llevando a cabo tanto en comunicación audiovisual como digital, aún son pocas las tentativas para definir, de manera precisa, los conocimientos, habilidades y actitudes necesarios para considerarse competente en sendos ámbitos, ineludibles a la hora de llevar a cabo los procesos de enseñanza-aprendizaje. Este trabajo parte del análisis de seis estudios significativos en la temática de alfabetización tanto digital como audiovisual. Considerando aspectos como los destinatarios, la conceptualización que se utiliza en cada uno de ellos, las dimensiones que plantean, el tipo de taxonomía, indicadores… y las propuestas didácticas: objetivos, contenidos, actividades, se sistematizan en una serie de dimensiones e indicadores para definir la competencia mediática y plantear el diseño de actividades para una propuesta didáctica de acuerdo a los indicadores establecidos. La investigación desarrollada nos ha permitido afirmar la necesidad de la convergencia terminológica, así como de la elaboración de recursos, a partir de los indicadores definidos, que incidan en los distintos ámbitos de la competencia mediática de una manera efectiva y sirvan para llevar a cabo actuaciones didácticas en los distintos grupos que componen la sociedad actual. ABSTRACT The need to set out the conceptualization of media competence leads to a broader perspective in which there is a convergence of factors linked to the digital and audiovisual competences, both of which constitute the reference framework for «information processing and digital competence», which is the key competence in Spain’s national curriculum. Despite the ongoing experiences in audiovisual and digital communication few attempts have been made to define the knowledge, skills and attitudes needed for a person to be deemed competent in these two areas, which are essential for the teaching and learning processes. This paper analyzes six important studies on digital and audiovisual literacy, considering issues such as the recipients, the conceptualization used in each study and the dimensions they suggest, the type of taxonomy, indicators...and the educational proposals: objectives, content, activities are systematized in a series of dimensions and indicators to define media literacy and design activities for a didactic proposal in accordance with the indicators established. The development of this research has led us to affirm the need for convergence in terminology and the expansion of resources based on the indicators defined, which affect the diverse areas of media literacy in an effective way and function to enable teaching actions among the various groups that comprise today’s society. PALABRAS CLAVE / KEYWORDS Competencia mediática, competencia digital, alfabetización mediática, dimensiones e indicadores, didáctica. Media competence, key competences, digital competence, media literacy, dimensions and indicators. v Dra. Mª Amor Pérez-Rodríguez es Profesora Titular del Área de Didáctica de la Lengua y la Literatura del Departamento de Filología Española y sus Didácticas de la Universidad de Huelva (España) (amor@perez-rodriguez.es). v Águeda Delgado-Ponce es Investigadora del Grupo de Investigación Ágora y doctoranda del Departamento de Filología Española y sus Didácticas de la Universidad de Huelva (agueda.delgado@dfesp.uhu.es). Comunicar, nº 39 v. XX, 2012, Revista Científica de Educomunicación; ISSN: 1134-3478; páginas 25-34 www.revistacomunicar.com
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