Volume index - Journal index - Article index - Map ---- Back

Comunicar Journal 69: Citizen participation in the digital sphere (Vol. 29 - 2021)

Digital creativity to transform learning: Empowerment from a com-educational approach


Iván Sánchez-López

Mónica Bonilla-del-Río

Ismar Oliveira Soares


Daily media use by an entire generation shows the distance that exists between the reality experienced by young people and the institutions responsible for their education. Formal education is still closely linked to the passive role of literary receivers, ignoring the potential of connected communication for student empowerment. At the same time, there is a growing interest in education from the professional media field. We have called this line of force the com-educational vector. In this study, we aim to describe the potential of a com-educational perspective to favor the empowerment of young people. The implemented methodology combines a chained articulation involving the analysis of multimodal discourse of com-educational platforms with interviews with privileged observers. The results show that the implementation of digital creation can be used for the construction of identity, interaction and socialization of students through emotion, empathy and the capacity for transformation. It enables the establishment of nodes between concepts, relational understanding, meaningful reconstruction and appropriation. It is concluded that, under this proposal, formal education institutions could move from a reactive model to a prospective model, revising the codes of emission and reception, and proposing meanings from creative action and feedback with the community.


Media literacy, educommunication, school, education, digital media, young people

PDF file in Spanish

PDF file in English


Bauman, Z. (2003). Modernidad líquida. Editorial Fondo de Cultura Económica. https://bit.ly/3tEXNMl

Burgos, D., Tlili, A., & Tabacco, A. (2021). Radical solutions for education in a crisis context. Springer. https://doi.org/10.1007/978-981-15-7869-4

Cannon, M., Connolly, S., & Parry, R. (2020). Media literacy, curriculum and the rights of the child. Discourse, 1-13. https://doi.org/10.1080/01596306.2020.1829551

Cipollone, M., Schifter, C.C., & Moffat, R.A. (2014). Minecraft as a creative tool: A case study. Game-Based Learning, 4(2), 956-969. https://doi.org/10.4018/ijgbl.2014040101

Coombs, P. (1971). La crisis mundial de la educación. Península.

Corbetta, P. (2007). Metodología y técnicas de investigación social. McGraw Hill. https://bit.ly/3erHPAU

Delors, J. (Coord.). (1996). La educación a lo largo de la vida. Anaya-Unesco.

Erstad, O., Miño, R., & Rivera-Vargas, P. (2021). Educational practices to transform and connect schools and communities. [Prácticas educativas para transformar y conectar escuelas y comunidades]. Comunicar, 66, 9-20. https://doi.org/10.3916/C66-2021-01

Faure, E. (Coord.). (1983). Aprender a ser. Alianza. https://bit.ly/3fc0tvI

Feito, R. (2020). ¿Qué hace una escuela como tú en un siglo como este? La Catarata. https://bit.ly/33IKbox

Fidai, A., Capraro, M.M., & Capraro, R.M. (2020). “Scratch”-ing computational thinking with Arduino: A meta-analysis. Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100726

Freinet, C. (1986). Por una escuela del pueblo. Laia.

Freire, P. (2005). Pedagogía de la autonomía. Saberes necesarios y práctica educativa. Siglo XXI. https://bit.ly/3uugp2D

Glaser B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine. https://doi.org/10.4324/9780203793206

Glaser, B.G. (1992). Basics of grounded theory analysis: Emergence versus forcing. Sociology Press. https://bit.ly/2PXJ41f

Glover, I., Hepplestone, S., Parkin, H., Rodger, H., & Irwin, B. (2016). Pedagogy first: Realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, 47(5), 993-1002. https://doi.org/10.1111/bjet.12425

Greenhow, C., & Lewin, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30. https://doi.org/10.1080/17439884.2015.1064954

Guerrero-Pico, M., Masanet, M.J., & Scolari, C.A. (2018). Toward a typology of young produsers: Teenagers’ transmedia skills, media production, and narrative and aesthetic appreciation. New media & society, 21(2), 336-353. https://doi.org/10.1177%2F1461444818796470

Hull, G., & Katz, M.L. (2006). Crafting an agentive self: Case studies on digital storytelling. Research in the Teaching of English, 41(1), 43-81. https://bit.ly/2M8EfjE

Kaplún, M. (2008). De medios y fines en comunicación educativa. Chasqui, 58, 4-6. https://doi.org/10.16921/chasqui.v0i58.1120

Kozulin, A. (1998). Psychological tools. A sociocultural approach to education. Harvard University Press. https://bit.ly/3y7D5Iv

Kupers, E., Lehmann-Wermser, A., McPherson, G., & Van-Geert P. (2019). Children’s creativity: A theoretical framework and systematic review. Review of Educational Research, 89(1), 93-124. https://doi.org/10.3102/0034654318815707

Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering students’ computer and information literacy – analysis based on a representative sample of secondary school teachers in Germany. Education and Information Technologies, 24, 911-928. https://doi.org/10.1007/s10639-018-9809-0

Matthews, A. (2020). Sociotechnical imaginaries in the present and future university: A corpus-assisted discourse analysis of UK higher education texts. Learning, Media and Technology, 1-14. https://doi.org/10.1080/17439884.2021.1864398

Moraño-Fernández, J.A., Moll-Lopez S., Sanchez-Ruiz L.M., Vega-Fleitas E., Lopez-Alfonso S., & Puchalt-Lopez, M. (2021). Adapting a Micro-Flip Teaching with E-Learning Resources in Aerospace Engineering Mathematics During COVID-19 Pandemic. In S.I. Ao., H.K. Kim., & M.A Amouzegar (Eds.), Transactions on Engineering Technologies (pp. 75-86). Springer. https://doi.org/10.1007/978-981-15-9209-6_6

Nartey, M., & Mwinlaaru, N. (2019). Towards a decade of synergising corpus linguistics and critical discourse analysis: A meta-analysis. Corpora, 14(2), 203-235. https://doi.org/10.3366/cor.2019.0169

Pauwels, L. (2012). A multimodal framework for analyzing Websites as cultural expressions. Journal of Computer-mediated Communication, 17(3), 247-265. https://doi.org/10.1111/j.1083-6101.2012.01572.x

Pereira, S., Fillol, J., & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. [El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04

Pérez-Lindo, A. (2014). Las TIC, el proceso del conocimiento y las competencias docentes. Avaliação, 19(3), 631-642. https://doi.org/10.1590/S1414-40772014000300006

Pérez-Tornero, J.M. (2020). La gran mediatización I. El tsunami que expropia nuestras vidas. Del confinamiento digital a la sociedad de la distancia. UOC. https://bit.ly/3b9iUA0

Pettersson, F. (2021). Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Educ Inf Technol, 26, 187-204. https://doi.org/10.1007/s10639-020-10239-8

Portalés, M. (2019). Alfabetización mediática y nuevos entornos digitales. [Doctoral dissertation, Universitat Autònoma de Barcelona]. https://bit.ly/3nU1jBg

Pozo-Sánchez, S., López-Belmonte, J., Rodríguez-García, A.M., & López-Núñez, J.A. (2020). Teachers’ digital competence in using and analytically managing information in flipped learning. Culture and Education, 32(2), 213-241. https://doi.org/10.1080/11356405.2020.1741876

Price, K. (2019). The writing teacher: Rethinking assessment and transformative learning in the creative writing classroom. New Writing, 17(4), 463-470. https://doi.org/10.1080/14790726.2019.1699577

Sánchez-López, I. (2020). Narrativas en la era digital: mediaciones del relato y empoderamiento creativo en la generación Z. [Doctoral Dissertation, Universidad de Huelva]. Arias Montano. https://bit.ly/3oHId0t

Sánchez-López, I., Pérez-Rodríguez, A., & Fandos-Igado, M. (2019). Com-educational Platforms: Creativity and community for learning. Journal of New Approaches in Educational Research, 8(2), 214-226. https://doi.org/10.7821/naer.2019.7.437

Sánchez-Morales, J.N., Huerta-León, E.E., Rivera-Lozada, O., Flores-Coronado, M.L., & Núñez-Lira, L.A. (2021). Virtuality in university teaching-learning versus COVID-19: Virtualidade no ensino-aprendizagem universitário em face da COVID-19. Tempos e espaços em educação, 14(33), 1-14. https://doi.org/10.20952/revtee.v14i33.15108

Sánchez-Vilela, R., & Borjas, C. (2021). Entre el desarraigo y la querencia. Jóvenes rurales y TIC en Uruguay. Una aproximación cualitativa. Redes, 26, 1-21. https://doi.org/10.17058/redes.v26i0.15686

Scott, J.A. (2019). (Re)directing a university storytelling troupe for at-risk elementary students for course credit: A story of embodied empathy, literacy, and personal transformation. Text and Performance Quarterly, 40(2), 170-186. https://doi.org/10.1080/10462937.2019.1691742

Shiel, G., Cregan, A., McGough, A., & Archer, P. (2012). Oral language in early childhood and Primary Education. NCCA. https://bit.ly/3to0C45

Siemens, G. (2006). Conociendo el conocimiento. Nodos Ele.

UNESCO (Ed.) (2014). Teaching and learning: Achieving quality for all: EFA global monitoring report, 2013-2014. UNESCO. https://bit.ly/3ka40MU

UNESCO (Ed.) (2019). Empowering students for just societies: A handbook for secondary school teachers. UNESCO. https://bit.ly/3qFczC5

Vygotsky, L.S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. https://doi.org/10.1080/10610405.2004.11059210

Wallace, C. (2000). Storytelling: Reclaiming an age-old wisdom for the composition classroom. Teaching English in the two-year College, 7(4), 434-439. https://www.ncte.org/journals/tetyc/issues/v27-4

Wan, Y.S. (2020). Education during COVID-19. Ideas. https://bit.ly/3uuUXe6

Yang, Y.T.C., & Wu, W.C.I. (2012). Digital storytelling for enhancing student académica achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012

Zimmerman, M.A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In J. Rappaport, & E. Seidman (Eds.), Handbook of community psychology (pp. 43-64). Kluwer Academic Plenum. https://doi.org/10.1007/978-1-4615-4193-6_2