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Current analysis about the use of digital devices advises about emerging problems among young users. The present research analyses the consumption of technologies by university students and the predictive effect of fear of missing out (FOMO) and life satisfaction on problematic Internet use. A total of 814 Spanish university students (71.4% health area; 28.6% social sciences), of both genders (61.2% female), aged 17-54 years (M = 22.81, SD = 7.038) participated. Two scales were used to assess problematic use (EUPI-A, FOMOs) and the SWLS for life satisfaction. The results showed a high daily consumption (M = 9.039, SD = 4.307) of social networking and messaging tools, significantly higher in women, and inversely and significantly correlated with age. The model with the highest explanatory power (R2 corrected=.35, p<.001) included FOMO and life satisfaction as explanatory variables for problematic Internet use. The exposure of young people to multiple Internet risks using digital devices highlights the urgent need for media education to identify these dysfunctional behaviors which impact on mental health and interpersonal skills. [ABSTRACT FROM AUTHOR]

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Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dixit. Comunicación, Profesión, Conocimiento is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicação, Mídia e Consumo is the property of Escola Superior de Propaganda e Marketing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting from the premise that, in addition to reading critically, it is necessary to critically build according to ideological and cultural principles that respect the Other and their place in the world, this article reports the path of construction of the Alfamed Curriculum for training teachers in media education. Although I started from the idea of revising the UNESCO Guide to Media and Information Literacy (MIL), the material ended up becoming a reinterpretation (and not a revision). The path report highlights the methodology used and conceptual discussions related to it. The final remarks return to the initial assumptions and explain the dynamic, participatory and open character of the material. [ABSTRACT FROM AUTHOR]

Research related to media education maintains a dynamic that gained strength in the 1990s with the advent of technological developments in communication. This field of studies currently abounds with terminologies, approaches, and methodologies that, in many cases, maintain differentiated paths. The main objective of this article is to present a bibliographic study of the academic literature recently published in this field of studies to clarify the theoretical particularities and some trends to generate pedagogical projects. In this sense, an analysis of bibliometric indicators and visualization maps extracted from the Scopus database is performed, taking as a timeline ten years, from the year 2010 to the year 2020. The evidence shows that this field of research maintains a marked production generating diverse approaches; it is also demonstrated that at present various issues are being positioned that go beyond an instrumental vision of the media, reaching to position issues related to disinformation, the management of digital identity and the processes of democratic participation. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has flooded the public sphere with large amounts of information, engendering what some specialists have dubbed the infodemic. Among the mechanisms used to mitigate the effects of the infodemic, critical media literacy has proven a valuable approach. This study aimed to analyze the critical media skills (CMS) of young people and adults in relation to the variables of infodemic awareness (IPA), infodemic and wellbeing (ISW), emotional reaction (ERI), and media trust (MTC). A cross-sectional online study with 404 participants (Mage=32.8) was conducted in two virtual communities in Mexico during the first semester of 2021. Descriptive analysis revealed highly critical media skills in participants. Adults showed high levels of IPA, while young people presented high levels of ISW, ERI, and MTC. Observations by the age group indicated an association between CMS and ISW, and CMS and MCT, while the association between CMS and IPA was null. The COVID-19 outbreak has intensified the consumption of digital media and access to untrustworthy information. Critical media literacy may protect individuals from the risks of infodemic by enhancing critical roles and attitudes toward media discourse. This study supports the recommendation to promote media literacy initiatives that inoculate critical media skills as mechanisms to counteract the misinformation in health crises. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The communicational ecosystem developed with web 2.0 has served as a battlefield for disinformation, taking advantage of and promoting an increasingly defactualised society with a low concern for resorting to reliable sources. The fake has been used by artists as a means of precisely combating lies with their own strategies, with the aim of impacting on the spectator and making them aware of the mechanisms of deception. In this case, we adopt the fake as a means to promote media and digital literacy in future teachers through an Art Education project using visual narratives disguised as truth. [ABSTRACT FROM AUTHOR]

The migration of creators from other platforms and the emergence of new lines of content are contributing to the thematic diversification of Twitch.tv beyond its leadership in gaming. This article explores the potential for collaboration, education, and creation of live-streaming platforms by analyzing the online coworking experience of the JaimeAltozano 'working room' on Twitch, launched after the outbreak of the Covid-19 pandemic. An initiative that gathered 222,172 hours worked by the community in three months. Using a mixed methods research design, the experience was studied on the basis of quantitative data, 67 in-depth interviews with users and ethnographic techniques for content analysis. The results obtained in the three phases of the research process show that experiences like the JaimeAltozano 'working room' are useful virtual spaces for productivity. Based on these results, a map of the phenomenon was drawn using six key concepts: gamification, synchronicity, community, participation, free operability, and common atmosphere. In the face of the growing platformization of cultural goods, our research delves into the media reality of Twitch beyond videogaming to explore the possibilities of live-streaming for the digital community's media empowerment. [ABSTRACT FROM AUTHOR]

Copyright of Fonseca: Journal of Communication is the property of Revista Fonseca Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social networks have become one of the main sources of information, especially among young people. At the same time, the production and circulation of fake news through the networks has increased. In this context, it is crucial that young people acquire strategies and skills to read critically the information they consume. This work seeks to know the effects of a didactic intervention carried out during the confinement decreed by COVID-19, the objective of which was for students to develop skills to detect fake news. It is a participatory research with a pre-test and post-test design. The results show that students increased their competence to identify some types of falsehoods such as unproven data and misrepresented information, although they had problems recognizing decontextualized information or the use of discriminatory language. The strategies he used the most are checking data on the internet and the use of verifiers. Differentiated behaviors were observed between the students who identified the false information and those who did not. The conclusions point to the need to work in the classroom in a comprehensive, extensive and transversal way evaluating the information based on the skills that the students already possess. [ABSTRACT FROM AUTHOR]

This contribution discusses emerging cultural practices of media activities with the example of homework as an out-ofschool learning context. Data was collected using diaries on the use of media during out-of-school learning activities. Central theoretical frameworks include the German theory of Medienbildung as an actor's threefold relation towards the material/factual world, the other/s and society, and her-/himself and the socio-cultural ecology of mobile learning as a triangular relationship between agency, cultural practices and structures. Following a grounded theory approach, data analysis was conducted in an inductive manner, drawing on contemporary methods of computer enhanced qualitative analysis. This article focuses on verbal expressions within the diary entries, implicating cultural practices in everyday media activities and their impact on media use in a domestic learning context, such as homework. Two central aspects are highlighted from the results, exemplifying the category and theory generation. First, "checking", as one of the reappearing invivo codes, will be examined more closely regarding its embedding in media practice and homework. It will be characterised as a daily recurring receptive and productive media practice. Second, apps and services, as well as media hardware used at school, are mirrored in the way students actually use media during homework, mingling with everyday media practices. [ABSTRACT FROM AUTHOR]

Copyright of Área Abierta is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Introduction. This article disseminates the results of an investigation oriented to the study of the current multiscreen contexts in which minors develop, from the perspective of risks and opportunities. The main objective is to analyse the characteristics of the consumption scenario and family mediation. Methodology. This research has been developed using the survey technique. The universe under study has been the children enrolled in the Community of Madrid from 5 to 17 years old. (n = 840). Results and conclusions. It has detected a higher rate of hyperconnected homes, in which minors with mobile devices for autonomous and personal use predominate, and an intensive user profile that is from the age of 16 and amounts to 39% of the population on weekends or holidays. Mediation strategies are limited to content and time control. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Información y Comunicación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article addresses the importance of developing an instrument that measures media competence, that is, the set of abilities to interact critically with the media. It introduces the problem of media education in the information society and argues the need to assess the skills of citizens in this context. It approaches this need from three perspectives: the pedagogical challenge that implies the little knowledge of the media competence and its little institutional formalization; the political discourse that privileges educational technology over media education; and the methodological question, analyzed from recent assessments of media competence applied in Spain, Chile and Peru, limited to the selfperception. Finally, we propose the construction of an instrument involving two features: integrative in terms of content, and innovative in terms of methodology. [ABSTRACT FROM AUTHOR]

Between face-to-face and virtual education, school and media, and interaction and interactivity, the field of educommunication is often discussed. It has also been regarded as education about media or through media, which is why it is frequently confused with media education. The aim of this article is to review the basic concept of educational communication and its derivatives --educommunication and media education-- and then redefine them from a culturalist point of view. From this approach, the categories of the theory of codes are applied to the so-called educommunication, giving rise to three types thereof: oral-ritual, iconic-narrative and alphabetic-argumentative (paradigmatic). In conclusion, educommunication is proposed as the entire human subjectivation, understood as the acquisition of codes --including a particular language--, and media education as the acceptance of media codes, understood not as technologies but as culture. The fundamental contribution here is the expansion of the concept of educommunication by incorporating, in addition to the analysis of technologies, practices and institutions, code analysis. [ABSTRACT FROM AUTHOR]

Increasingly, technological advances have made smart televisions, computers, tablets or interactive whiteboards are part of the inventory of kindergartens. Despite some attempts to keep the kindergartens free from the presence of the media, the desire to take advantage of technological advances has made televisions, computers, tablets and electronic blackboards being part of the inventory of these schools. These acquisitions have not been accompanied by a media education that allows children to learn to live with the media from early childhood education. The present study has as objective to know what the perceptions about the means of communication are that professors of Chilean children's education have, which will allow us, in turn, to approximate to establish how media education is incorporated in teacher training of this educational level. To this end, a distance questionnaire was applied to professors from Chilean universities who taught courses in media relations in early childhood careers. The results show that professors who teach language and communication respond more to the apocalyptic tradition of the media, while those of ICT follow the apologist tradition. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The design of didactic sequences in which it promotes a methological approach based on the contrast between different versions from the same artistic work are the last contributions on the theoretical development of the Audiovisual Communicative Competence. Taking these theoretical premises as a starting point, this study aims to contribute on development of Audiovisual Communicative Competence through the design of the didactic sequence. By which this study tries to offer an special point of view within the framework of secondary and university Education. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Index.Comunicación is the property of Index.comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the perception of coordinators and specialists in the field of innovation in Spanish universities in the use of mobile devices in the classroom. A structured questionnaire was applied to a sample of 38 representatives of universities from 12 autonomous communities. The results are organized in four dimensions of analysis: situation of teaching innovation in the university; opportunities in the use of mobile devices; institutional perspective on its integration; and perception of the innovative profile of teachers. Regarding the relevant results, it is noticed the role of mobile devices as technologies at the service of the improvement of innovation processes; a realistic and critical look is appreciated on the matter and the pedagogy is put before technology itself. On the other hand, there is a lack of clear institutional policies that promotes the use of devices in the classroom and the development of applied methods, which is why we still find an incipient development in the context Spanish university. [ABSTRACT FROM AUTHOR]

The processes of production and diffusion of digital content is an important dimension of media competence (Ferrés and Piscitelli, 2012). This study aims to contribute knowledge about this dimension of media competence in women with university degrees. In the research we used variables of profile (age, children and degree level) to explore possible differences in the development of the competence. A mixed method is used, namely a sequential mixed design (Creswell, 2013). In its quantitative part, 465 women with university degrees participate in a survey with a likert scale "ad hoc" created for the measurement of media competence (Cronbach's alpha .85). In their qualitative part, a total of 7 women participate in the study through interviews with their perspectives on the use of the internet and social networks. The results show that a small percentage (15.38%) of female graduates has an advanced degree of media competence and that there are significant differences depending on age and whether or not they have children. Different types of digital practices related to the production and diffusion of contents are observed and characterized by their context and meaning and associated media competences. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The advent of new technologies in everyday life has brought about a major shift in determining both the relationships between subjects, and the ways in which reality is interpreted and understood. Therefore, media literacy is posed today as an indispensable discipline in educational systems worldwide. This article presents the results of an experiment with high-school students. The aim of the experiment is to see to what extent media literacy can be useful to enhance the interpretative competence of students. The sample consists of students of 14-15 years of age, studying the Tenth course in three schools of Guayaquil. The independent variable comprised five advertisements. The results highlight the fact that, regardless of the socioeconomic context, students who were media literate showed a higher decoding and interpretative capability than those who were not. [ABSTRACT FROM AUTHOR]

In this article we disseminate the results of a qualitative research project aimed at studying the household as a multi-device communication setting in which both children and parents are involved in a digital environment where parents act as mediators in the use of digital services by minors. The methodology used was the so-called "discussion group" technique, that involved parents whose children attend school in the Autonomous Region of Madrid. The results show that these households are hyper-connected settings that offer early access and intense use of IT devices in which both parents and children have equal access to technology but use it in different ways. In these households, technology facilitates family cohesion as a result of the emergence of new forms of digital communication, and in which certain mediation occurs as parents take measures to control the use and exposure to technology by minors. [ABSTRACT FROM AUTHOR]