2024-03-28T22:06:02Zhttp://oai-repositori.upf.edu/oai/requestoai:repositori.upf.edu:10230/339072023-05-18T07:53:19Zcom_10230_5898com_10230_3col_10230_33848
00925njm 22002777a 4500
dc
Scolari, Carlos Alberto, 1963-
author
2017
The aim of the TRANSLITERACY project is to understand how the young boys and girls are acquiring transmedia skills in informal learning settings.
Scolari CA. Final report on transmedia skills and informal learning strategies. 2017. 80 p. Transmedia Literacy Project, Report No.: D4.2.
http://hdl.handle.net/10230/33907
Final report on transmedia skills and informal learning strategies
oai:repositori.upf.edu:10230/339082023-05-18T07:53:01Zcom_10230_5898com_10230_3col_10230_33848
00925njm 22002777a 4500
dc
Scolari, Carlos Alberto, 1963-
author
2017
In this deliverable, we present the preliminary national analytical reports on transmedia skills and informal learning strategies. In particular, there is one table per country in which a brief description of every item is given. The order of the national analytical tables is the following: Australia, Colombia, Finland, Italy, Portugal, Spain, United Kingdom and Uruguay. It is important to note that in the case of Australia, the table only shows preliminary results. As mentioned in the Periodic Technical Report, fieldwork in this country has been delayed due to problems related to school selection. For this reason, the Australian team hasnot finished the coding process of the data collected in fieldwork. Also, at the last part of this document (p.20), there is an additional table which contains the overall results of all countries. This deliverable will be completed in month 27 (D.4.2- Final report on transmedia skills and informal learning strategies).
Scolari CA. National analytical reports on transmedia skills and informal learning strategies. 2017. 26 p. Transmedia Literacy Project, Report No.: D4.1.
http://hdl.handle.net/10230/33908
National analytical reports on transmedia skills and informal learning strategies
oai:repositori.upf.edu:10230/339092023-05-18T07:52:39Zcom_10230_5898com_10230_3col_10230_33848
00925njm 22002777a 4500
dc
Ardèvol Piera, Elisenda
author
2017
Following the research design outlined in the DoA, the principal outcomes of the methodological strategy are two research toolkits (both of them included in D2.2- Kit for field Researchers): the Fieldwork Toolkit, and the Analytical Toolkit. Both toolkits were tailored as ad hoc internal instruments to guide TRANSLITERACY researchers through data collection and analysis. They were refined throughout the research process itself and are internal work-in-progress documents of the Action plan. In fact, the Analytical Toolkit is still a work in progress (March, 2017), as the analytical process has not been finished yet. Therefore, this report only shows the main outline of this second toolkit as it is currently being developed. Previous to these two research toolkits, we developed the Ethical Kit, containing the protocols and procedures for obtaining the informed consents from schools, parents and teenagers that permitted us to undertake fieldwork. For more information regarding the methodological process of the project, consult D.2.1 - Methodological Internal Report.
Ardèvol E. Kit for field researchers. 2017. 103 p. Transmedia Literacy Project, Report No.: D2.2.
http://hdl.handle.net/10230/33909
Kit for field researchers
oai:repositori.upf.edu:10230/339102018-03-10T02:31:13Zcom_10230_5898com_10230_3col_10230_33848
00925njm 22002777a 4500
dc
Scolari, Carlos Alberto, 1963-
author
2018
Since the spread of personal computing in the 1980s, the expansion of the World Wide Web in the 1990s and the emergence of social media and mobile devices in the 2000s, digital technology has been a catalyst for social change in contemporary societies. Although schools have made great efforts to adapt to the new socio-technical conditions in the past two decades, the general perception is that the social life of children, pre-teens and teens revolves around a set of digital technologies and new practices that are often very different from the educational protocols of schools.
Desde la expansión de la computación personal en los años 1980, el desarrollo de la World Wide Web en la década siguiente y la explosión de las redes sociales y los dispositivos móviles en la década de 2000, la tecnología digital ha sido un catalizador del cambio social en las sociedades contemporáneas. Aunque en las dos últimas décadas las instituciones escolares han realizado grandes esfuerzos para adaptarse a estas nuevas condiciones sociotecnológicas, la percepción general es que la vida social de los jóvenes gira en torno a un conjunto de tecnologías y prácticas que a menudo se encuentran a gran distancia de los procesos educativos.
Fin dalla massiccia diffusione dei calcolatori negli anni Ottanta, l’espansione del World Wide Web negli anni Novanta e la comparsa di media sociali e dispositivi mobili negli anni Duemila, la tecnologia digitale è stata un catalizzatore per i cambiamenti sociali nelle società contemporanee. Anche se le scuole hanno fatto grandi sforzi per adattarsi alle condizioni socio-tecnologiche degli ultimi vent’anni, la percezione generale è che la vita sociale di bambini, preadolescenti e adolescenti giri intorno a un insieme di tecnologie digitali e pratiche nuove che sono spesso molto diverse dai protocolli e dai metodi di insegnamento delle scuole.
Digitaalinen teknologia on ollut sosiaalisen muutoksen katalysaattori henkilökohtaisten tietokoneiden yleistymisestä 1980-luvulla, World Wide Webin leviämiseen 1990-luvulla ja edelleen mobiililaitteiden ja sosiaalisen median nousuun 2000-luvulla. Vaikka koulut ovat monin tavoin sopeutuneet kehityskulkuun kahden viime vuosikymmenen aikana, yleinen käsitys on, että lasten, esiteinien ja teinien elämä pyörii sellaisten digitaalisten teknologioiden ja uusien toimintatapojen ympärillä, jotka ovat jotain aivan muuta kuin mitä he kohtaavat kouluopetuksessa.
Desde a disseminação dos computadores pessoais nos anos 80 do século passado, a expansão da World Wide Web nos anos 90 e o surgimento das redes sociais e dos dispositivos móveis nos anos 2000, a tecnologia digital tem sido um catalisador de mudança social nas sociedades contemporâneas. Apesar de as escolas terem feito grandes esforços nas duas últimas décadas para se adaptarem às novas condições sociais e tecnológicas, a perceção geral é de que a vida social das crianças, pré-adolescentes e adolescentes gira em torno de um conjunto de tecnologias digitais e de novas práticas que são muitas vezes diferentes das dos pogramas educativos das escolas.
Scolari CA. Transmedia literacy in the new media ecology: white paper = Alfabetismo transmedia en la nueva ecología de los medios: libro blanco = Alfabetizzazione transmediale nella nuova ecologia dei media: libro bianco = Transmediaalinen lukutaito uudessa mediaekologiassa: tutkimuksen esittely = Literacia transmedia na nova egologia mediática: livro branco. Barcelona: Universitat Pompeu Fabra. Departament de Comunicació, 2018. 16 p.
http://hdl.handle.net/10230/33910
Transmedia literacy in the new media ecology: white paper