Competencia mediática entre estudiantes universitarios en Colombia

Abstract

Los jóvenes están expuestos cada día a un mayor número y variedad de medios, plataformas y contenidos, en un ecosistema de comunicación que les brinda la posibilidad de acceder a múltiples herramientas y recursos para consumir y también para producir y difundir contenidos; todo ello hace necesario tener las habilidades para interactuar en este contexto de manera consciente, crítica y responsable. El presente estudio tuvo como objetivo establecer el nivel de competencia mediática de estudiantes de siete universidades en cinco regiones de Colombia, mediante una investigación con enfoque cuantitativo, de carácter no experimental y un diseño transeccional descriptivo. El resultado permitió identificar un nivel medio de competencia mediática en los estudiantes, con algunas diferencias entre las seis dimensiones analizadas, lo cual indica que hay vacíos y debilidades que plantean la necesidad de fortalecer los procesos de alfabetización mediática en los estudiantes universitarios colombianos para que así puedan ejercer mejor su rol como ciudadanos del siglo XXI.

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

“…Students in the current era must acquire skills to cope in a digital environment saturated with information, in which they must be able to analyze and make decisions in a diverse society, characterized by a multiplicity of screens, media, languages and emerging technologies [57]. Likewise, "exercising full, responsible and critical citizenship today implies that people must be more and better prepared to interact with a complex, diverse and interrelated context such as that of this new millennium" [18] (p. 115).…”

“…In relation to the media, competences must contribute to the development of citizens' personal autonomy, as well as their social and cultural commitment [18]. Therefore, it is understood that media literacy should "necessarily address key issues of our time, such as the phenomena that affect personal autonomy and decision-making capacity, and promote the formation of a critical awareness of the new scenarios created by the media" [19] (p. 48).…”

Media Competence in the Curriculum from Latin American Countries: A Systematic Review

“…There was a great number of studies what addressed the curriculum at the macro level (65.4 %), studying all the courses or areas present. The other publications analyzed specific courses (micro level): language (Arenas-Fernández et al, 2019;De-Oliveira-Soares, 2016;Pérez-Rodríguez, Sandoval-Romero, 2013;Portugal, Aguaded, 2019;Toro-Castillo, 2016) and physical education (Carvalho-De-Araújo et al, 2020). The study of the curriculum was complemented with the analysis of other units such as: textbooks (e.g., see Seoane, 2012), standardized international tests, documents published by international organizations about media literacy (e.g., see Toro-Castillo, 2016) and national education policies (e.g., see Durán-Becerra, 2016).…”

“…Thus, its inclusion in a cross-curricular manner has been proposed (see Grijalva-Verdugo, Moreno-Candil, 2016;Pérez-Rodríguez, Sandoval-Romero, 2013;Saez, 2019a;Saez et al, 2019). However, the courses, skills, and curricular objectives that include MC have a low mean with respect to the competences and areas that comprise the curriculum (e.g., see Andrade-Vargas et al, 2019;Arenas-Fernández et al, 2019;Durán-Becerra, 2016). In light of this, the recommendation is to broaden the notion of literacy -beyond reading and writing-, and the media -beyond the functionalist view-in the curriculum.…”

“…According to our findings, the research developed in this area addresses a wide variety of objects of study:1. In first place, we found studies that sought to determine the presence of MC in the curriculum (25 % of the publications), conducted in Bolivia, Ecuador, Peru, Colombia and Mexico(Andrade-Vargas et al, 2019;Arenas-Fernández et al, 2019;Grijalva-Verdugo, Moreno-Candil, 2016;Mateus, Suárez-Guerrero, 2017;Pérez-Ortega, 2016; Pérez-Rodríguez, Sandoval-Romero, 2013;Portugal, Aguaded, 2019;Rodríguez-Hidalgo et al, 2020).With the same percentage, we found publications whose objective was to determine the presence of media education in the curriculum, conducted in Brazil, Argentina, Chile and Venezuela(Carvalho-De-Araújo et al, 2020;Da-Cunha-Santos, Steffenello-Ghisleni, 2019;De-Oliveira-Soares, 2018;Duarte et al, 2019; Saez, 2019a;Saez, 2019b;Seoane, 2012; Toro-Castillo, 2016).2. In second place, the find the curricular proposals and experiences on media education centered on teacher's education (12.5 % of the publications), designed in Argentina, Brazil with the cooperation between Europe and Latin America(Aguaded et al, 2021;De-Angelis, 2019;De-Souza-Santana, Borges-Neto, 2020;Saez et al, 2019).3.…”