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Teens, media and collaborative cultures: exploiting teens’ transmedia skills in the classroom

June 13, 2018, Filed Under: Media & Information Literacy, Media Education Policy, Youth Media

Country: International
Language: English
Source: Universitat Pompeu Fabra
Author: Carlos Scolari and others
Link: https://repositori.upf.edu/handle/10230/34245

Publication-Output of the the Transmedia Literacy research project.

The Transmedia Literacy research project was born due to the initiative of a group of researchers that share an interest in teenagers, digital interactive communication and teaching-learning processes. The research started in April 2015 and concluded in March 2018 after thirty-six months of work in eight countries: Spain, Australia, Colombia, Finland, Italy, Portugal, United Kingdom and Uruguay.

Since the diffusion of personal computing in the1980s, the expansion of the World Wide Web in the 1990s, and the emergence of mobile devices and social networking sites in the 2000s, digital technology has been a catalyst for social change in contemporary societies. From economy to politics, from education to culture, practically all aspects of human life have been transformed due to the different ways of developing and using ICT (Benkler, 2006; Rainie and Wellman, 2012). In the specific field of media and communication, the media ecology has mutated from the traditional broadcasting system to a new environment, where the old ‘media species’ (radio, cinema, television, books, etc.) must compete with the new ones (YouTube, Twitter, Facebook, mobile devices, etc.) and adapt and change in order to survive (Scolari, 2013). In this context new media production, distribution, and consumption practices have emerged, the audiences have fragmented and the former passive TV viewer is now an active user that jumps from one media or platform to the next one looking for specific content or information. Last but not least, many of these new media consumers are now considered ‘prosumers’ who create and share “user-generated” contents.

  • : https://repositori.upf.edu/handle/10230/34245
  • : Carlos Scolari and others
  • : Universitat Pompeu Fabra

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