En la última década un fantasma ha recorrido los estudios de comunicación: las narrativas transmedia (transmedia storytelling). Nacida en el ámbito de la investigación sobre los nuevos modelos narrativos participativos, la cualidad de transmedia no tardó en convertirse en un flexible adjetivo que se adhirió a infinidad de sustantivos (ficción transmedia, periodismo transmedia, etc.). En este contexto no tardaron en aparecer experiencias o referencias teóricas a la educación transmedia. Metodología: El presente artículo repasa y reflexiona sobre estos conceptos para evitar abusos semánticos y avanza en una caracterización de las posibles aplicaciones de las lógicas de las narrativas transmedia a los procesos de aprendizaje. Para ello, se analiza un estudio de caso basado en una experiencia de lecto-escritura llevado a cabo en un centro de educación secundaria de Barcelona. Este análisis se ubica en el cruce entre educación, medios, narrativa y culturas participativas. Resultados y conclusiones: La intervención resultó posible y deseable para el aprendizaje y creó una disposición positiva hacia la narrativa. [EN] Introduction: In the last decade a ghost has gone through communication studies: transmedia storytelling. Born in the field of research on new participatory narrative models, the quality of transmedia soon became a flexible adjective that adheres to infinity of nouns (transmedia fiction,

The emergence of new media, devices, narratives and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new conception – ‘transmedia literacy’ – that moves from traditional media literacy to informal learning and participatory cultures practices, the research program behind the present article tries to understand how new generations are doing things with media outside schools and how they learnt to do the things they do. The article begins by describing the transformations of media literacy in recent years as a consequence of the mutations of the media ecology and, in that context, proposes a methodological approachfor analysing the acquisition of transmedia skills in informal learning environments by teens. The article describes, analyses and evaluates the development and initial implementation of this methodology working with teenagers in a high-school in NAME CITY. It ends with a Research Kit that includes surveys, creative workshops, interactive interviews and media diaries with teens between 12-18 years old. The article also describes the evolution of this methodological approach from its original formulation to the evaluation of the model after it was tested, and reflects on the possibilities of developing specific research devices to be applied in transnational research.

The purpose of this chapter is to contribute to the theoretical frame of transmedia journalism by proposing a question-based model that focuses on transmedia design when an immersive journalism piece is integrated into a transmedia space. Immersive journalism is a new medium that could be effectively used to foster social empathy by means of virtual reality stories in journalism. The chapter is guided by the following ideas: (1) narrative strategies that may be useful in the design of immersive journalism experiences; (2) aesthetic principles of immersive experiences; and (3) inclusion of an immersive experience in a transmedia space. Thus, this chapter reviews the narrative techniques and aesthetics of immersive experiences that might contribute to the design of both the immersive piece and the transmedia space.

ResumenAlternate Reality Games (ARG) are considered a type of transmedia storytelling and have been explored in educational settings due to their gaming, storytelling, participation and interactivity possibilities. However, they have usually been produced based on a fixed story that has sparked little interest from students. This experiment consisted on proposing roups of students to design their own ARG. To promote reflection about social change, their game proposal had to be related to citizenship issues based on their own interests. Games were designed taking into account a pedagogical model that includes citizenship across the curriculum and storytelling, game design and game discourse elements. As a result, creative ideas related to fostering active citizen participation were found. In order to facilitate the use and creation of games, we are developing a platform and prototype application which features are described in this article.

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