Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFSC |
Texto Completo: | https://repositorio.ufsc.br/handle/123456789/240842 |
Resumo: | The integration of new media literacies and, consequently, strategies such as transmedia learning in the teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities, thoughts and expectations that Italian students in classical high schools have in order to face these new formative changes. For this purpose, a mixed methods approach (qualitative and quantitative) was designed and applied in the context of a classical high school in Cagliari (Italy): a questionnaire on digital skills (N = 128), a set of semi-structured interviews (N = 17) and two focus groups (N = 14). The results obtained allow us to verify that, from the point of view of skills, adolescents are prepared to take on the challenges of transmedia learning (navigation, information management), although their collaboration skills need to be strengthened. On the other hand, from the cognitive and affective points of view, they are positive and enthusiastic about these new possibilities: greater interaction, flexibility, engagement and variety of resources and learning strategies. |
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Repositório Institucional da UFSC |
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Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feeltransmedia learningdigital competencesecondary educationnew media literaciesThe integration of new media literacies and, consequently, strategies such as transmedia learning in the teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities, thoughts and expectations that Italian students in classical high schools have in order to face these new formative changes. For this purpose, a mixed methods approach (qualitative and quantitative) was designed and applied in the context of a classical high school in Cagliari (Italy): a questionnaire on digital skills (N = 128), a set of semi-structured interviews (N = 17) and two focus groups (N = 14). The results obtained allow us to verify that, from the point of view of skills, adolescents are prepared to take on the challenges of transmedia learning (navigation, information management), although their collaboration skills need to be strengthened. On the other hand, from the cognitive and affective points of view, they are positive and enthusiastic about these new possibilities: greater interaction, flexibility, engagement and variety of resources and learning strategies.2022-10-21T12:57:43Z2022-10-21T12:57:43Z2022info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://repositorio.ufsc.br/handle/123456789/240842Runchina, CinziaFauth, FernandaMartínez, Juan González-engreponame:Repositório Institucional da UFSCinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCinfo:eu-repo/semantics/openAccess2022-10-21T12:57:43Zoai:repositorio.ufsc.br:123456789/240842Repositório InstitucionalPUBhttp://150.162.242.35/oai/requestopendoar:23732022-10-21T12:57:43Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
title |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
spellingShingle |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel Runchina, Cinzia transmedia learning digital competence secondary education new media literacies |
title_short |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
title_full |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
title_fullStr |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
title_full_unstemmed |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
title_sort |
Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel |
author |
Runchina, Cinzia |
author_facet |
Runchina, Cinzia Fauth, Fernanda Martínez, Juan González- |
author_role |
author |
author2 |
Fauth, Fernanda Martínez, Juan González- |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Runchina, Cinzia Fauth, Fernanda Martínez, Juan González- |
dc.subject.por.fl_str_mv |
transmedia learning digital competence secondary education new media literacies |
topic |
transmedia learning digital competence secondary education new media literacies |
description |
The integration of new media literacies and, consequently, strategies such as transmedia learning in the teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities, thoughts and expectations that Italian students in classical high schools have in order to face these new formative changes. For this purpose, a mixed methods approach (qualitative and quantitative) was designed and applied in the context of a classical high school in Cagliari (Italy): a questionnaire on digital skills (N = 128), a set of semi-structured interviews (N = 17) and two focus groups (N = 14). The results obtained allow us to verify that, from the point of view of skills, adolescents are prepared to take on the challenges of transmedia learning (navigation, information management), although their collaboration skills need to be strengthened. On the other hand, from the cognitive and affective points of view, they are positive and enthusiastic about these new possibilities: greater interaction, flexibility, engagement and variety of resources and learning strategies. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-21T12:57:43Z 2022-10-21T12:57:43Z 2022 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufsc.br/handle/123456789/240842 |
url |
https://repositorio.ufsc.br/handle/123456789/240842 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSC instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Repositório Institucional da UFSC |
collection |
Repositório Institucional da UFSC |
repository.name.fl_str_mv |
Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
|
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1808652077569671168 |