Media Education and Digital Literacy

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (15 April 2022) | Viewed by 21069

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Guest Editor
1. Department of Education, University of Extremadura, Avda. de Elvas, s/n, 06006 Badajoz, Spain
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
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Guest Editor
Lorca Campus of Socio-Health Sciences, University of Murcia, Murcia, Spain
Interests: clinical psychology; mental illness; suicidal ideation; autolysis; health education; social welfare; psychological care; healthy aging, social anthropology
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Special Issue Information

Dear Colleagues,

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
Dr. Cristina Lázaro-Pérez
Guest Editors

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Keywords

  • media
  • digital literacy
  • teaching
  • learning
  • media education
  • educational technology
  • digital education
  • technology convergence
  • holistic education
  • ICT
  • media influence

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Published Papers (5 papers)

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Research

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18 pages, 329 KiB  
Article
Outside Training of Spanish University Students of Education for the Didactic Application of Cinema: Formal, Non-Formal, and Informal Perspectives
by Alejandro Lorenzo-Lledó, Asunción Lledó, Gonzalo Lorenzo and Alba Gilabert-Cerdá
Educ. Sci. 2022, 12(1), 38; https://doi.org/10.3390/educsci12010038 - 8 Jan 2022
Cited by 5 | Viewed by 2251
Abstract
Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training [...] Read more.
Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society. Full article
(This article belongs to the Special Issue Media Education and Digital Literacy)
15 pages, 2173 KiB  
Article
Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context
by Javier Jorge-Vázquez, Sergio Luis Náñez Alonso, Washington Raúl Fierro Saltos and Silvia Pacheco Mendoza
Educ. Sci. 2021, 11(10), 637; https://doi.org/10.3390/educsci11100637 - 13 Oct 2021
Cited by 17 | Viewed by 4628
Abstract
The rise of digital technologies and their educational applications increasingly require the development of digital skills among university faculty. This study focuses on examining the level of digital competencies of university faculty and identifying their conditioning factors. To achieve this objective, an ex [...] Read more.
The rise of digital technologies and their educational applications increasingly require the development of digital skills among university faculty. This study focuses on examining the level of digital competencies of university faculty and identifying their conditioning factors. To achieve this objective, an ex post facto methodological design with surveys is used. A sample of 216 university teachers from different regions of Ecuador was used. The non-parametric Chi-square test was used to validate the hypothesis of independence of the variables. The results obtained show that university faculty have a mostly intermediate level of digital skills, which is independent of gender, but dependent on the generational cohort. In particular, it is found that younger teachers (millennials) have a more advanced level of digital skills, although this relationship is not very strong. On the other hand, we observe the positive influence of the university’s strategic leadership in terms of technological adoption on the development of teachers’ digital skills. Universities with better technological resources and with training plans focused on the pedagogical application of technology have teachers with a more advanced level of digital skills. All of this leads to the recommendation that education policies should prioritise actions that promote the development of digital competencies among university faculty Full article
(This article belongs to the Special Issue Media Education and Digital Literacy)
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11 pages, 551 KiB  
Article
Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges
by Susana Henriques, Joana Duarte Correia and Sara Dias-Trindade
Educ. Sci. 2021, 11(9), 542; https://doi.org/10.3390/educsci11090542 - 15 Sep 2021
Cited by 14 | Viewed by 4180
Abstract
The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this [...] Read more.
The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality. Full article
(This article belongs to the Special Issue Media Education and Digital Literacy)
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9 pages, 283 KiB  
Article
The Development of the Competency of “Cultural Awareness and Expressions” Using Movie-Induced Tourism as a Didactic Resource
by Álvaro Pérez García, Ignacio Sacaluga Rodríguez and Alberto Moreno Melgarejo
Educ. Sci. 2021, 11(7), 315; https://doi.org/10.3390/educsci11070315 - 24 Jun 2021
Cited by 6 | Viewed by 3446
Abstract
Competence in “Cultural awareness and expressions” requires very stimulating activities for its development, and cinema can be used as an interesting enhancer of educational action. The educational potential of the so-called movie-induced tourism, which has increased in recent years thanks to the impact [...] Read more.
Competence in “Cultural awareness and expressions” requires very stimulating activities for its development, and cinema can be used as an interesting enhancer of educational action. The educational potential of the so-called movie-induced tourism, which has increased in recent years thanks to the impact of major productions such as The Lord of the Rings, Star Wars or Game of Thrones, could bring extra motivation when developing any competency including the aforementioned one. This article aims to suggest some keys on film tourism as a didactic resource and how destinations might capitalize on it through entrepreneurship. In doing so, educational establishments located within film destinations can carry out projects in this sense to work on the competence of “Cultural awareness and expressions”. Thus, an example of didactic programming will be offered based on the creation of new tourist businesses to take advantage of Lord of the Rings saga filming in San Juan de Gaztelugatxe (Vizcaya, Basque Country, Spain). Full article
(This article belongs to the Special Issue Media Education and Digital Literacy)

Review

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17 pages, 3042 KiB  
Review
Tourism and ICT. Bibliometric Study on Digital Literacy in Higher Education
by David Caldevilla-Domínguez, Alba-María Martínez-Sala and Almudena Barrientos-Báez
Educ. Sci. 2021, 11(4), 172; https://doi.org/10.3390/educsci11040172 - 6 Apr 2021
Cited by 15 | Viewed by 4106
Abstract
The scientific production of digital literacy at the university level published in the Scopus database is analyzed, with a special emphasis on studies on tourism due to the relevance of information and communication technology (ICT) in said professional sector. For this, a bibliometric [...] Read more.
The scientific production of digital literacy at the university level published in the Scopus database is analyzed, with a special emphasis on studies on tourism due to the relevance of information and communication technology (ICT) in said professional sector. For this, a bibliometric study of a pertinent sample is undertaken using a mixed methodology and based on a series of variables related to formal and content aspects. The last variable, reserved for the academic field under study, directly addresses the main objective as regards tourism. The results show a great global and multidisciplinary interest in digital literacy (DL), mainly from students. There is also a parallel between the integration of ICT into society and the growing evolution of case studies, as well as little interest in their development in specific areas such as tourism studies. Despite good results in general terms, the lack of specialization poses challenges that require greater involvement of training institutions in the sense of providing future professionals with the necessary tools to face them successfully, especially in sectors such as tourism where ICTs are a key piece. Full article
(This article belongs to the Special Issue Media Education and Digital Literacy)
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