Social empowerment in Mexican violent contexts through media competence

Abstract

En las actuales ecologías mediáticas la adquisición de saberes digitales, manejo de dieta de medios y dominios generales de las TIC son fundamentales para el desarrollo y el empoderamiento de las audiencias, en particular, al considerar los desafíos políticos y sociales de entornos como el latinoamericano. Así, el estudio de la competencia mediática es urgente para dimensionar las necesidades y características de estas comunidades. La presente investigación analiza la dimensión axiológica e ideológica de la competencia mediática durante un proceso electoral en el noroeste de México, región que se ha caracterizado por la violencia relacionada con el crimen organizado. A partir de un instrumento diseñado para evaluar dicha competencia, se seleccionaron 23 ítems que remiten a la dimensión señalada, este se aplicó por medio de un muestreo probabilístico a 385 sujetos divididos en nativos, inmigrantes y analfabetos digitales. Tras un análisis factorial exploratorio se identificaron siete factores que conforman la dimensión axiológica e ideológica. Se exploraron las puntuaciones intra e intergrupos y se encontraron puntuaciones bajas en componentes que aluden a la participación ciudadana y a la movilización social; asimismo, tres de los siete factores presentaron diferencias estadísticamente significativas, siendo los nativos digitales quienes reportaron valores más bajos. Así, se pone en evidencia la necesidad de buscar nuevas estrategias para que los ciudadanos adquieran la competencia mediática y que así el prosumo se vuelva una herramienta de empoderamiento socialThe acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the needs and characteristics of these communities. This work analyses the axiological and ideological dimension of media competence during an electoral process in northwestern Mexico, a region that is generally subject to violence related to organized crime. Twenty-three items pertaining to this dimension were selected from an instrument designed to evaluate media competence, which were applied to a probability sample of 385 subjects divided by digital natives, digital migrants, and digital illiterates. After an exploratory factor analysis, seven factors were identified. The intra and inter-group scores were explored, lower scores were found in components that allude citizens’ participation and social action; likewise, three of seven factors showed statistically significant differences, being digital natives who reported a lower score. Therefore, the need to search for new strategies for citizens to acquire media competence is evident, in order for pro-summing to become a social empowerment too

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

“…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). As well as interviews and questionnaires given to different profiles: students (e.g., see Grijalva-Verdugo, Moreno-Candil, 2016), managers (e.g., see Duarte et al, 2019), government workers (e.g., see Seoane, 2012), journalists (e.g., see Andrade-Vargas et al, 2019), communication researchers (e.g., see Arévalo-Martínez et al, 2016) and experts in media education (e.g., see Durán-Becerra, 2016).…”

“…This has also been addressed by T. Durán-Becerra (Durán-Becerra, 2016), who believes that thanks to this supranational character, the reflections on MIL are coming closer to other fundamental rights. Along this line, the link between the initiatives of international organizations, and the association between the different local actors is recommended: parents, civil society, scholars, communication media, and governments (Grijalva-Verdugo, Moreno-Candil, 2016;Llaver, Martino, 2019).…”

“…Nevertheless, the results showed that its presence was widely spread in the curriculum, with a greater intensity in some specific courses: language, civic education, arts, and physical education. 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).…”

“…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.…”

Research on Effective Methods to Enhance the Quality of Ideological and Political Education in Colleges and Universities under the Perspective of Internet Plus

“…For ideological education in colleges and universities, teachers need to actively reform the teaching mode to cope with the ideological environment in the new period. Through understanding, contemporary college students have a higher demand for ideological education, which requires teachers to activate the classroom atmosphere and improve the frequency of teacher-student interaction [1]. The "Internet +" can provide a rich form and content for the ideological teachers to better carry out ideological education, such as improving the effect of the traditional ideological theory class education lectures.…”