Keywords
Convergence, communicational policies, citizenship, empowerment, narrative competences
Abstract
This paper analyzes the educommunicational consequences of the transformations of mediated communication in the process of digitization. We present qualitative empirical evidence on the use of mass media and digital technologies from the digital convergence of media, the industry and the resulting complementary formats. Television, in particular, has experienced a process of changing its formats and expressive content by delivering interactivity, facilitating the expression of subjects by means of different technological devices. So from the perspective of the subject, it is observed that the new technological devices and their new grammars are utilized provided they contribute with meaning to his daily practice and biographical trajectory. Nevertheless, digital inclusion policies have focused only on maximizing access to equipment and digital literacy associated to technology applications and not to the narrative skills of the subjects. It is therefore necessary to generate new concepts that allow new methodological guidelines, in communication and education academic processes, to promote the use of new emerging digital spaces for communicational empowered citizens, that is, from competent to tell (expressive skills) to more specifically, tell oneself (as an individual) and tell us (collectively). Finally, these will be the expressive spaces of the new television with citizen´s expressions, fostered by converging elements of digital technology.
References
Aguaded, J.I. (1999). Convivir con la televisión. Familia, educación y recepción televisiva. Barcelona: Paidós.
Avendaño, C. & Phillippi, A. (2010). Internet desde los pobres. Santiago de Chile: Corporación Vida Buena.
Bauman, Z. (2002). Modernidad líquida. Buenos Aires: Fondo de Cultura Económica; 118-122.
Beck, U. & Beck-Gernsheim, E. (2001). La individualización. El individualismo institucionalizado y sus consecuencias sociales y políticas. Barcelona, Paidós; 69-97.
Bourdieu, P. (1997). Razones prácticas sobre la teoría de la acción. Barcelona: Anagrama.
Castells, M. (1996). La era de la información, 1. La sociedad red. Madrid: Alianza; 59-110.
Castells, M. (2009). Comunicación y poder. Madrid: Alianza.
Comisión Presidencial de Tecnologías de Información y Comunicación (Ed.) (1999). Chile: Hacia la sociedad de la información. Santiago de Chile,
Comité de Ministros Desarrollo Digital (Ed.) (2008). Estrategia Digital 2008-12 (www.estrategiadigital.gob.cl/files/EstrategiaDigitalChile2007-2012.pdf) (06-09-2010).
Consejo Nacional de Televisión de Chile (2009). Televisión y jóvenes. (www.cntv.cl/medios/Publicaciones/2009/Estudio_Television_y_Jovenes.pdf) (06-09-2010).
Ford, A. (1999). La marca de la bestia. Buenos Aires: Norma; 95-112.
Jenkins, H. (2008). Convergence Culture. La cultura de la convergencia de los medios de comunicación. Barcelona: Paidós.
Kaplún, M. (1985). El comunicador popular. Buenos Aires: Lumen; 63-104
Lull, J. (1999). Inside Family Viewing: Ethnographic Research on Television Audiences. London: Routledge.
Lull, J. (2000). Media, Communication, Culture. A Global Approach. New York: Columbia University Press: 160-188.
Martin-Barbero, J. (1992). Televisión y melodrama. Géneros y lecturas de la telenovela en Colombia. Bogotá: Tercer Mundo.
Mead, M. (1971). Cultura y compromiso. Buenos Aires: Granica.
Orozco, G. (1996). Televisión y audiencias. Un enfoque cualitativo. Madrid: De la Torre-Universidad Iberoamericana; 82-83.
PNUD (Ed.) (2006). Informe sobre Desarrollo humano. Las nuevas tecnologías: ¿un salto al futuro? Santiago de Chile: PNUD; 98.
Robinson, J.; Ketsnbaum, M.; Neustadtl, A. & Álvarez, A. (2002). The Internet and Other Usews of Time en Wellman, B. & Haythornthwaite, C. (Ed.). The Internet in Everyday Life. Malden, MA. Blackwell; 250-253.
Saintout, F. (2006). Jóvenes: el futuro llegó hace rato. Comunicación y estudios culturales latinoamericanos. La Plata: Ediciones Periodismo y Educación: 31-40.
Sinclair, J. (2000). Televisión: comunicación global y regionalización. Barcelona: Gedisa: 130-142.
Sunkel, G. & Geoffroy, E. (2001). Concentración económica de los medios de comunicación. Santiago de Chile: Lom.
Touraine, A. (2005). Un nuevo paradigma para comprender el mundo de hoy, Buenos Aires: Paidós.
Tudela, I.; Tabernero, C. & Dwyer, V. (2008). Internet y televisión: la guerra de las pantallas. Barcelona: UOC/Ariel/Generalitat de Catalunya; 147-160.
Unicef (2010). La voz de los niños 2010 (www.unicef.cl/pdf/La_voz_de_los_ninos.ppt) (06-09-2010).
Villanueva, E. (2006). Brecha digital: descartando un término equívoco. Razón y Palabra, 51. (www.razonypalabra.org.mx/anteriores/n51/evillanueva.html) (06-09-2010).
Fundref
This work has no financial support
Technical information
Metrics
Metrics of this article
Views: 29239
Abstract readings: 23958
PDF downloads: 5281
Full metrics of Comunicar 36
Views: 765784
Abstract readings: 597205
PDF downloads: 168579
Cited by
Cites in Web of Science
Ballesta Pagan, Francisco Javier; Lozano Martinez, Josefina; Cerezo Maiquez, Mari Carmen. Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies? SUSTAINABILITY, 2018.
https://doi.org/10.3390/su10103703
Cerdan Martinez, Victor. A didactic method of empowerment from the TV series: "Black Mirror" VIVAT ACADEMIA, 2018.
https://doi.org/10.15178/va.2018.144.37-49
Aguiar, Willy Pedroso; Cruz, Yunier Rodriguez. Management of the Formation, Investigation and University Extension for Adapting to Climatic Change ESTUDIOS DEL DESARROLLO SOCIAL-CUBA Y AMERICA LATINA, 2018.
Camilli-Trujillo, Celia; Romer-Pieretti, Max. Meta-synthesis of Literacy for the Empowerment of Vulnerable Groups COMUNICAR, 2017.
https://doi.org/10.3916/C53-2017-01
Pedroso Aguiar, Willy; Menendez Garcia, Yerisleydys. Integrating teenage population into environment management in coastal communities in Cuba, trough educommunication and participative video REVISTA DE COMUNICACION-PERU, 2017.
Rabadan Crespo, Angel V.. Audiovisual Methods: Identity Tracks and Adolescent Imaginaries REDES COM-REVISTA DE ESTUDIOS PARA EL DESARROLLO SOCIAL DE LA COMUNICACION, 2016.
Rabadan, Angel V.. Media Literacy through photography and participation. A conceptual approach JOURNAL OF NEW APPROACHES IN EDUCATIONAL RESEARCH, 2015.
https://doi.org/10.7821/naer.2015.1.96
Pallares Piquer, Marc. Communication and technology means as channeling and knowledge management axes EDUCAR, 2014.
Cites in Scopus
Linne, J.. After the expansion of home internet: Adolescents from popular sectors, cibers in the city of Buenos Aires [Después de la ampliación de la internet hogareña: Los adolescentes de sectores populares y los cibers en la Ciudad de Buenos Aires]), Signo y Pensamiento, .
https://doi.org/10.11144/Javeriana.SYP33-65.dmih
Bañales, F.T., Quiles, O.L., González-Moreno, P.. Music consumption, informal music education of mexican Students through ICT [Consumo y educación musical informal de estudiantes mexicanos a traés de TIC]), Revista Electronica de Investigacion Educativa, .
Pagán, F.J.B., Martínez, J.L., Máiquez, M.C.C.. Internet use by secondary school students: A digital divide in sustainable societies?), Sustainability (Switzerland), .
https://doi.org/10.3390/su10103703
Martínez-Rodríguez, R.-C., Benítez-Corona, L. . The ecology of resilience learning in ubiquitous environments to adverse situations), Comunicar, .
https://doi.org/10.3916/C62-2020-04
Borges, J., García-Quismondo, M.Á.M.. Information, communication competencies: A conceptual development based on new media literacy [Competencias en información y en comunicación: Desarrollo conceptual a partir de la New Media Literacy]), Revista Interamericana de Bibliotecologia, .
https://doi.org/10.17533/udea.rib.v40n1a04
Camilli-Trujillo, C., Römer-Pieretti, M.. Meta-synthesis of literacy for the empowerment of vulnerable groups), Comunicar, .
Cites in Google Scholar
Currently there are no citations to this document
Alternative metrics
How to cite
Phillippi-Miranda, A., & Avendaño-Ruz, C. (2011). Communicative empowerment: Narrative skills of the subjects. [Empoderamiento comunicacional: Competencias narrativas de los sujetos]. Comunicar, 36, 61-68. https://doi.org/10.3916/C36-2011-02-06