000061810 001__ 61810
000061810 005__ 20200221144349.0
000061810 0247_ $$2doi$$a10.3217/jucs-022-01-0037
000061810 0248_ $$2sideral$$a94996
000061810 037__ $$aART-2016-94996
000061810 041__ $$aeng
000061810 100__ $$0(orcid)0000-0002-0004-1094$$aMarta-Lazo, C.$$uUniversidad de Zaragoza
000061810 245__ $$aApplying inter-methodological concepts for enhancing media literacy competences
000061810 260__ $$c2016
000061810 5060_ $$aAccess copy available to the general public$$fUnrestricted
000061810 5203_ $$aThe technological changes that have occurred in communications and information distribution have given rise to new models in communication, literacy and pedagogy that affect both communication and education (Media Literacy), with the result that production is now based on collaboration and participation. We need new discursive paradigms to express ourselves in this area, and to organize and distribute knowledge and information by breaking with analogical linearity. The connectivity between nodes and links, the development of apps and tools and the use of hypermedia platforms all point in the direction of new narrative trajectories and enable the users to participate actively and become co-creators of knowledge. We consider that the parameters of formal education have been rendered obsolete by eLearning. The challenge for education is to find ways of creating, managing and distributing content that can create a type of learning that is communicative, horizontal, decentralized, multidirectional and interactive. We analyze the experience developed through teaching the Education 2.0 subject as part of the Master in Social Networks and Digital Learning offered by the UNED (National University of Distance Learning). The technological setting enabled us to deploy inter-methodological practices to help students self-manage their learning and become interactive producers. We investigated the impact of this methodology on the Media Literacy processes to demonstrate the viability of acquiring media competences and of learning how to operate within the new discursive paradigms of media. We considered those aspects and factors that show how the developed processes enhanced student learning.
000061810 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S115-GICID
000061810 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000061810 590__ $$a0.696$$b2016
000061810 591__ $$aCOMPUTER SCIENCE, THEORY & METHODS$$b86 / 104 = 0.827$$c2016$$dQ4$$eT3
000061810 591__ $$aCOMPUTER SCIENCE, SOFTWARE ENGINEERING$$b90 / 106 = 0.849$$c2016$$dQ4$$eT3
000061810 592__ $$a0.324$$b2016
000061810 593__ $$aComputer Science (miscellaneous)$$c2016$$dQ2
000061810 593__ $$aTheoretical Computer Science$$c2016$$dQ3
000061810 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000061810 700__ $$aHergueta-Covacho, E.
000061810 700__ $$0(orcid)0000-0002-5942-6140$$aGabelas-Barroso, J.$$uUniversidad de Zaragoza
000061810 7102_ $$13010$$2675$$aUniversidad de Zaragoza$$bDpto. Lingüíst. Gral. e Hisp.$$cÁrea Periodismo
000061810 7102_ $$13010$$2105$$aUniversidad de Zaragoza$$bDpto. Lingüíst. Gral. e Hisp.$$cArea Comunic.Audiovis.Publici.
000061810 773__ $$g22, 1 (2016), 37-54$$pJ. Univers. Comput. Sci.$$tJOURNAL OF UNIVERSAL COMPUTER SCIENCE$$x0948-695X
000061810 8564_ $$s173706$$uhttps://zaguan.unizar.es/record/61810/files/texto_completo.pdf$$yVersión publicada
000061810 8564_ $$s62689$$uhttps://zaguan.unizar.es/record/61810/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000061810 909CO $$ooai:zaguan.unizar.es:61810$$particulos$$pdriver
000061810 951__ $$a2020-02-21-13:54:15
000061810 980__ $$aARTICLE