关键词
海量自我交流，接受，觀眾，媒體競爭力，數位化素養
摘要
本文關於針對兩項熱門話題的解決辦法：觀眾面對新舊媒體的方式所顯現的變化，以及，作為資訊和交流系統的結果出現的多重接收和交互流程。觀眾們似乎正設計新的媒體產品創作者和發出者的角色，他們以多種語言，格式和技術來交換這些媒體產品。在廣泛的消費和聯繫，以及正統的、水準的而又有創新性的觀眾參與活動之間出現了顯著的區別。本文同時定制了一項提案，該提案對於這一不斷變化的、多種形態的觀眾重定位過程具有教育意義，溝通性和教學性。該提案基於由賽哥維亞的巴黎多利德大學（University of Valladolid，UVa）的交流學研究系開設的傳統的拉丁美洲交流辯證教學課程。在數位化環境下對交流，教育和社會的研究學習是UVa交流學學位課程的一部分。這樣的設置意在開發和增強在全球的交流和教育領域展開對話所需的技能。交流競爭力、媒體教育、媒體素養和數位化素養的主要目的是指導生產和探索媒體內容的應用所需的技術和能力。本文中，這一類和其他的教學性倡議在技術、交流和文化方面的不斷增加的複雜度也得到了完整的探討。
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Orozco-Gómez, G., Navarro-Martínez, E., & García-Matilla, A. (2012). Educational challenges in times of mass self-communication: A dialogue among audience. [Desafíos educativos en tiempos de auto-comunicación masiva: la interlocución de las audiencias]. Comunicar, 38, 67-74. https://doi.org/10.3916/C38-2012-02-07
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