Jacqueline Sánchez Carrero

El empoderamiento digital de niños y jóvenes a través de la producción audiovisual

Children and young people of this century are making their journey by audiovisual pro-duction which is ever more practical. They claim their own space making their voices heard. The capacity developed through audiovisual production and critical reception generate within them important findings about the media industry. In this article we examine the concept of media literacy and describe the process and outcome of research on learning from television with 7-11 year old children in which they are creators. They write their scripts, record with video cameras, edit digitally and exercise a critical reading of cartoons, TV shows, movies and commercials. And finally, we show the approach of the Generation M2, children and youth who are undergoing a process of empowerment by the creative and participatory use of digital media.

Telediario infantil : recurso para el aprendizaje en TV

Infant television newscasts are news programs for children and teenagers. In some countries they are among top places. This article will research on the origin of the first television newscasts and will show some of their uses. The format offers an advantage for parents and teachers interested in teaching such important things to children and pupils about television. Due to their short duration it is possible to learn to see and analyze them together with the children. It is an opportunity to know the news and to discover how they are constructed across an entertaining dialogue among adults and children.

Claves para reconocer los niveles de lectura crítica audiovisual en el niño

Based on the results of several projects carried out with children and adolescents, we can state that knowledge of production and broadcasting aids the acquisition of critical media skills. This article combines three media education experiences in Venezuela, Colombia and Spain driven by a critical reception approach. It presents leading indicators for determining the level of critical audiovisual reading in children aged 8-12 extracted from intervention processes through workshops on media literacy. The groups had been instructed on the audiovisual universe, which allowed them to analyze, deconstruct and recreate audiovisual content. Firstly, this article refers to the evolving concept of media education. Secondly, the common experiences in the three countries are described, with special attention to the influence of indicators that gauge the level of critical reading. Finally, we reflect on the need for media education in the era of multiliteracy. It is unusual to find studies that reveal the keys to assessing the levels of critical consumption of digital media content in children, and this is essential for determining the level of children’s understanding before and after training processes in media education.Based on the results of several projects carried out with children and adolescents, we can state that knowledge of production and broadcasting aids the acquisition of critical media skills. This article combines three media education experiences in Venezuela, Colombia and Spain driven by a critical reception approach. It presents leading indicators for determining the level of critical audiovisual reading in children aged 8-12 extracted from intervention processes through workshops on media literacy. The groups had been instructed on the audiovisual universe, which allowed them to analyze, deconstruct and recreate audiovisual content. Firstly, this article refers to the evolving concept of media education. Secondly, the common experiences in the three countries are described, with special attention to the influence of indicators that gauge the level of critical reading. Finally, we reflect on the need for media education in the era of multi-literacy. It is unusual to find studies that reveal the keys to assessing the levels of critical consumption of digital media content in children, and this is essential for determining the level of children’s understanding before and after training processes in media education.Diversos estudios con ninos y adolescentes han demostrado que a mayor conocimiento del mundo de la produccion y transmision de mensajes audiovisuales, mayor capacidad adquieren para formarse un criterio propio ante la pantalla. En este articulo se aunan tres experiencias de educacion mediatica realizadas en Venezuela, Colombia y Espana, desde el enfoque de la recepcion critica. Se proporcionan los indicadores que llevan a determinar los niveles de lectura critica audiovisual en ninos de entre 8 y 12 anos, construidos a partir de procesos de intervencion mediante talleres de alfabetizacion mediatica. Los grupos han sido instruidos acerca del universo audiovisual, dandoles a conocer como se gestan los contenidos audiovisuales y el modo de analizarlos, desestructurarlos y recrearlos. Primero, se hace referencia al concepto en evolucion de educacion mediatica. Despues, se describen las experiencias comunes en los tres paises para luego incidir en los indicadores que permiten medir el nivel de lectura critica. Por ultimo, se reflexiona sobre la necesidad de la educacion mediatica en la era de la multialfabetizacion. No es muy frecuente encontrar estudios que revelen las claves para reconocer que grado de criticidad tiene un nino cuando visiona los contenidos de los distintos medios digitales. Es un tema fundamental pues permite saber con que nivel de comprension cuenta y cual adquiere despues de un proceso de formacion en educacion mediatica.

Keys to Recognizing the Levels of Critical Audiovisual Reading in Children

Based on the results of several projects carried out with children and adolescents, we can state that knowledge of production and broadcasting aids the acquisition of critical media skills. This article combines three media education experiences in Venezuela, Colombia and Spain driven by a critical reception approach. It presents leading indicators for determining the level of critical audiovisual reading in children aged 8-12 extracted from intervention processes through workshops on media literacy. The groups had been instructed on the audiovisual universe, which allowed them to analyze, deconstruct and recreate audiovisual content. Firstly, this article refers to the evolving concept of media education. Secondly, the common experiences in the three countries are described, with special attention to the influence of indicators that gauge the level of critical reading. Finally, we reflect on the need for media education in the era of multiliteracy. It is unusual to find studies that reveal the keys to assessing the levels of critical consumption of digital media content in children, and this is essential for determining the level of children’s understanding before and after training processes in media education.Based on the results of several projects carried out with children and adolescents, we can state that knowledge of production and broadcasting aids the acquisition of critical media skills. This article combines three media education experiences in Venezuela, Colombia and Spain driven by a critical reception approach. It presents leading indicators for determining the level of critical audiovisual reading in children aged 8-12 extracted from intervention processes through workshops on media literacy. The groups had been instructed on the audiovisual universe, which allowed them to analyze, deconstruct and recreate audiovisual content. Firstly, this article refers to the evolving concept of media education. Secondly, the common experiences in the three countries are described, with special attention to the influence of indicators that gauge the level of critical reading. Finally, we reflect on the need for media education in the era of multi-literacy. It is unusual to find studies that reveal the keys to assessing the levels of critical consumption of digital media content in children, and this is essential for determining the level of children’s understanding before and after training processes in media education.Diversos estudios con ninos y adolescentes han demostrado que a mayor conocimiento del mundo de la produccion y transmision de mensajes audiovisuales, mayor capacidad adquieren para formarse un criterio propio ante la pantalla. En este articulo se aunan tres experiencias de educacion mediatica realizadas en Venezuela, Colombia y Espana, desde el enfoque de la recepcion critica. Se proporcionan los indicadores que llevan a determinar los niveles de lectura critica audiovisual en ninos de entre 8 y 12 anos, construidos a partir de procesos de intervencion mediante talleres de alfabetizacion mediatica. Los grupos han sido instruidos acerca del universo audiovisual, dandoles a conocer como se gestan los contenidos audiovisuales y el modo de analizarlos, desestructurarlos y recrearlos. Primero, se hace referencia al concepto en evolucion de educacion mediatica. Despues, se describen las experiencias comunes en los tres paises para luego incidir en los indicadores que permiten medir el nivel de lectura critica. Por ultimo, se reflexiona sobre la necesidad de la educacion mediatica en la era de la multialfabetizacion. No es muy frecuente encontrar estudios que revelen las claves para reconocer que grado de criticidad tiene un nino cuando visiona los contenidos de los distintos medios digitales. Es un tema fundamental pues permite saber con que nivel de comprension cuenta y cual adquiere despues de un proceso de formacion en educacion mediatica.