The role of civil society organisations in promoting media literacy, transliteracy and media and information literacy in EU

Civil society has an important role in our societies. Its importance has been recognized in political science, media studies, communication science, sociology and in a multidisciplinary approach. From previous research we know that civic engagement is in a positive correlation to media literacy (ML) (Frau-Meigs & Torrent, 2009). Civil society organisations (CSOs) are one of the most important media literacy stake-holders in most of our societies. In this study we examine and analyze the results of two European research projects that analyzed in detail the CSOs’ role in the European context. The ANR TRANSLIT scientific research project is one of the projects analyzing the role of CSOs in media and information literacy. Mapping of media literacy practices and actions in EU-28 (European Audiovisual Observatory, Council of Europe) is the second one. Both projects included more than 100 European scientists and experts. We analyze the scope of CSOs activities, recognized as key stake-holders. Furthermore, we question the role they have in relation to other actors and sectors. We also discuss the historical differences and similarities in neighbouring countries. This article also calls for the necessity to indicate posible risks in CSOs activities and policies. In order to coordinate CSOs activities in the EU we offer a new model based upon six key elements of CSOs, as stake-holders in ML and MIL, in the EU and abroad.La sociedad civil tiene un papel importante en nuestras sociedades. Su importancia ha sido reconocida en las ciencias políticas, en los estudios mediáticos, las ciencias de la comunicación, la sociología y en un enfoque multidisciplinario. De investigaciones previas, sabemos que el compromiso cívico está en una correlación positiva con la alfabetización mediática (Frau-Megis & Torrent, 2009). Las organizaciones de la sociedad civil (OSC) son una de las partes interesadas más importantes de la alfabetización mediática en la mayoría de nuestras sociedades. En este artículo examinamos y analizamos los resultados de dos proyectos de investigación europeos que han analizado en detalle el papel de las OSC en el contexto europeo. El proyecto de investigación científica ANR TRANSLIT es uno de los proyectos que analiza el papel de las OSC en alfabetización mediática e informacional. Mapeo de prácticas y acciones de alfabetización mediática en la UE-28 (Observatorio Europeo del Audiovisual, Consejo de Europa) ha publicado el segundo proyecto, Ambos proyectos incluyen más de 100 científicos y expertos europeos. En este estudio analizaremos el alcance de las actividades de las OSC, reconocidas como partes interesadas claves, además de cuestionar el papel que tienen en relación con otros actores y sectores. También expondremos las diferencias históricas y las similitudes en los países vecinos. Este artículo también exige la necesidad de indicar posibles riesgos en las actividades y políticas de las OSC. Para coordinar las actividades de las OSC en la UE, ofrecemos un nuevo modelo basado en seis elementos clave de las OSC, como partes interesadas en alfabetización mediática y AMI, en la UE y en el exterior

Bringing Maker Culture into Media and Information Literacy. Case: Global Media and Information Literacy Online Youth Hackathon 2018.

With growing connectivity and descending prices for personal computers and smartphones more and more children and young people are gaining access to online media. This trend comes with a number of risks and has yet inevitable negative influence on how those young media users behave and feel. Therefore, Media and Information Literacy (MIL) has been a recent topic on the agenda of numerous academics, educators and policymakers. The Global Online Media and Information Literacy Youth Hackathon 2018 and the Followup 4-Week Programme (both under the name GlobalMILHack) were the centre case of this study, which emphasised the design methodology in the context of problem-based learning. The aim of this research study was to undertake a qualitative examination of the GlobalMILHack participants’ learning outcomes in order to find out what can hackathon bring from the maker culture to the MIL educational practice. The study adopted action research methodology, since the author was the active part of the whole cycle of the event process from planning to execution to closure and has collected diverse qualitative feedback along the work process and during the interviews, made field notes and observations. This study has shown that the maker culture can be integrated into MIL educational practice through online hackathon method in different ways: by making the constructive learning happen through problem-focused collaborative adhoc and hands-on approach; by opening up to inter-cultural learning through facilitating the online dialogue; leveraging the critical understanding of media and its role in the society by working on the highlighted social challenges around media use and by creating informed, engaged and empowered porto-publics around the creative solutions

La pensée transmédiale: une étude des actions appliquées à la pensée critique dans le domaine de la littératie transmédia

The generation of so-called digital natives assumes the paradox of having a series of competences for which they have not been trained: those related to transmedia and digital communication. Their context and their surroundings make them prone to an everyday and effective use of nwe technologies, but not necessarily reflective, mature and appropriate. This article presents an analysis on the crossing of competences related to Transmedia Communication and those that have to do with Critical Thinking. Its fusion is what we have called Transmedial Thinking. To this aim, a case study has been taken as a reference, the Guidance Project by the Pompeu Fabra University, in Barcelona. Through it, a series of university and secondary school students develop Transmedia and Critical Thinking skills that enable their personal and social empowerment

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy