Special Issue "Media Education and Digital Literacy"
Deadline for manuscript submissions: 15 November 2021.
2. College of Education, Ana G. Méndez University, Cupey Campus, San Juan, PR 00926, USA
Interests: media education; digital literacy; educational technology; theory of education; history of education; higher education; holistic education
Interests: health education; life-long education; social work; social services; long-term care; sustainable development
Special Issues and Collections in MDPI journals
Interests: health education; clinical psychology; social welfare; psychological care; healthy aging
Special Issues and Collections in MDPI journals
The digital revolution is profoundly modifying our lifestyle habits, our means of understanding the world. It seems evident that we are aiding the birth of a new stage in our civilization. The digital revolution of ICT—which has brought with it the digitization of all information—is paving the way for a new era. Physical space, as much a determining factor as in the previous historic stages, stops having such relevance when it is substituted by a virtual space where communications between human beings cover the whole planet, globalizing it in every scope (cultural, economic, social, etc.). In this new context, education has to offer responses to new needs. The human being of the 21st century needs knowledge, capabilities, and outlooks for a new society in which the communicative processes have so much relevance. Just like traditionally, when one of the basic objectives of education was linguistic and cognitive literacy—with the acquisition of fundamental competencies such as, for example, the ability to read and to write—today, literacy in the new multimedia and hypermedia languages is also necessary. This is what we would definitively call digital literacy.
At present, we are, due to the digital revolution, in a process of convergence that we call techno-media, and in which media—as much the traditional as the newest, from the press or the radio to the Internet and social networks—stop existing as separate entities in order to form part of a unique digital media that covers the whole of human communication. The divisions between the media cease to exist, and we find ourselves in a unique interactive communication system, borne out of the digital paradigm. In this sense, our knowledge of technology and means of communication, the absolute protagonists of our world become essential. Most importantly, in the world of education, to face the challenge, it is not necessary to create an extraordinary and complex innovation of uncertain productivity, since we already have a fundamental pedagogical paradigm of long-standing tradition and excellent results where it is applied: media education. This is something which should be essential in search of an authentic education for the needs of the contemporary world, and a fundamental pillar of a correct literacy of a citizen of the 21st century, which will allow us to transform and improve current society and undertake effective digital literacy from grass roots.
Research papers and reviews of research studies that focus on this important and complex issue from all multidisciplinary perspectives (education, sociology, information science, cultural studies, journalism, psychology, anthropology, etc.) are welcome in this Special Issue.
Prof. Dr. José Gómez Galán
Prof. Dr. Jose Ángel Martínez-López
Dr. Cristina Lázaro-Pérez
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- digital literacy
- media education
- educational technology
- digital education
- technology convergence
- holistic education
- media influence
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Training outside the Teacher's Degree of future teachers in Spain for the didactic application of cinema: formal, non-formal and informal perspective of the education
Abstract: In today's society, the audiovisual media are of great relevance. In this sense, cinema is a mass media that treasures numerous educational possibilities. Based on this, the objective of this study was to know the training that future teachers in Spain receive outside the Teacher's Degree for the didactic use of films, and its influence on the perceptions about the educational potential of cinema and the predisposition to its use. With a quantitative approach, information was collected from 4659 students from 58 universities through the questionnaire "Perceptions about the potentialities of cinema as a didactic resource in pre-school and primary classrooms'' (PECID). The results obtained showed the low level of student training and the significant influence of training on the perceptions of the educational potential of film and on the predisposition to use it in future teaching practice. In conclusion, it can be stated that it is necessary to implement training plans to fill the gaps detected in favor of a quality education with active learning and more closely linked to society.
Keywords: cinema; audiovisual media; training; university education; didactic resource; Teacher's Degree; formal education; non-formal education; informal education