This paper presents some of the main results of a study conducted with teens from Portugal, Spain and Italy in the scope of the European project Transmedia Literacy. It analyses the media uses and production practices of teenagers aged 12-19 years. The results show that teenagers use the media very regularly but few have complex production and participation practices aimed at an audience other than their peers.Este artículo presenta algunos de los principales resultados de un estudio realizado con adolescentes de Portugal, España e Italia dentro del proyecto europeo Transmedia Literacy. Analiza los usos de los medios y las prácticas de producción de los adolescentes entre los 12 y 19 años. Los resultados muestran que los adolescentes usan muy a menudo los medios pero pocos tienen prácticas complejas de producción y participación dirigidas a un público diferente al de sus pares.

Transmedia teens: the creative transmedia skills of Italian studentsThe objective of this article is to analyse the extent of creativity and autonomy of Italian teenagers' digital media practices and to link it to the new transmedia skills developed within their favourite digital environments (social media, video games, participatory cultures). The data studied emerged from the Transmedia Literacy project (European Commission-Horizon 2020) which involved eight countries from three continents: Spain, Australia, Colombia, Finland, Italy, Portugal, the United Kingdom, and Uruguay. Through the analysis of information gathered with multiple methodologies (survey, in-depth interviews, workshops and media diaries), the article explores both the consuming and producing media practices of Italian teenagers and the ways in which they are connected with emerging transmedia skills (Guerrero-Pico, Masanet, & Scolari, 2019;Scolari, 2018aScolari, , 2018b. The data shows that Italian teenagers may still be considered quite traditional media users: their creative participation is limited and often they merely imitate or remix others' works, acting as "functional prosumers" rather than "critical prosumers" (Chen, Wu, & Wang, 2011). The outcome of the research reveals teenagers' meta-reflexive approach to media, an approach that seems to regulate and restrict their attitude towards creating and, above all, exposing their own creativity online. At the same time, teens demonstrate the acquisition of new and creative skills related, in particular, to the mechanisms of media industry and self-management.

Female alcohol consumption has long been judged more harshly than male behaviour of the same nature. Scholars have shown that traditional mass media contribute to strengthening these stereotypes. The hypothesis of the present study is that new media, especially Web 2.0 environments, provide room for rewriting gender roles in relation to alcohol. To test this hypothesis, 2000 videos were retrieved on YouTube using a list of Italian keywords relating to drunkenness. The 142 most frequently viewed clips were then analysed through a multilayer visual ethnography method. It was found that representations of drinking practices on YouTube seem to reflect the conventional double standard. Female drinking is mainly interpreted as a sign of sexual willingness, and is strongly stigmatised. In most cases, moreover, women themselves actively contributed to creating the sexual meaning, both as video protagonists and as commenters. Analysed materials seem to show that even in a user-generated content medium such as YouTube, old gender stereotypes about drinking fail to be deconstructed. Conversely, the images and discourses that were analysed reinforce these stereotypes, reproducing the messages conveyed by mainstream media in an even more explicit and risky manner.

La desinformación en las redes sociales es un problema al que se enfrenta nuestra sociedad. La experiencia de uso no garantiza el éxito para identificar la información falsa. El estudio pretende determinar si un rol activo en los medios sociales influye en las competencias informacionales. Para ello se diseñó una encuesta que se aplicó a 756 jóvenes entre 16 y 26 años de diversos niveles educativos. Los resultados muestran un perfil de usuarios «creadores» que participan en la generación de contenidos propios y en compartir sus recomendaciones abiertamente, frente a otro, los «espectadores», centrados en el entretenimiento y la interacción. El perfil creador es la variable que más contribuye a denunciar noticias falsas en las redes sociales. A la hora de contrastar la información, el nivel educativo es el aspecto más relevante, aunque los resultados académicos y los usuarios creadores también suponen una aportación significativa. Una mayor confianza en las fuentes presentes en las redes sociales distingue al perfil activo, mientras que la desconfianza está asociada con los espectadores. Desde la educación mediática se recomienda emprender acciones destinadas a recuperar la confianza en los medios sociales para que puedan ser utilizados de modo crítico, favoreciendo un uso activo y no reactivo de los mismos. Creators and spectators facing online information disorder. Effects of digital content production on information skills