The need to set out the conceptualization of media competence leads to a broader perspective in which there is a convergence of factors linked to the digital and audiovisual competences, both of which constitute the reference framework for «information processing and digital competence», which is the key competence in Spain’s national curriculum. Despite the ongoing experiences in audiovisual and digital communication few attempts have been made to define the knowledge, skills and attitudes needed for a person to be deemed competent in these two areas, which are essential for the teaching and learning processes. This paper analyzes six important studies on digital and audiovisual literacy, considering issues such as the recipients, the conceptualization used in each study and the dimensions they suggest, the type of taxonomy, indicators...and the educational proposals: objectives, content, activities are systematized in a series of dimensions and indicators to define media literacy and design activities for a didactic proposal in accordance with the indicators established. The development of this research has led us to affirm the need for convergence in terminology and the expansion of resources based on the indicators defined, which affect the diverse areas of media literacy in an effective way and function to enable teaching actions among the various groups that comprise today’s society.La necesidad de plantear la conceptualización de la competencia mediática conduce a una perspectiva más amplia en la que convergen aspectos vinculados a la competencia audiovisual y a la competencia digital. Ambas constituyen el marco de referencia de «El tratamiento de la información y competencia digital», competencia básica del currículum vigente en nuestro país. A pesar de las experiencias que se están llevando a cabo tanto en comunicación audiovisual como digital, aún son pocas las tentativas para definir, de manera precisa, los conocimientos, habilidades y actitudes necesarios para considerarse competente en sendos ámbitos, ineludibles a la hora de llevar a cabo los procesos de enseñanza-aprendizaje. Este trabajo parte del análisis de seis estudios significativos en la temática de alfabetización tanto digital como audiovisual. Considerando aspectos como los destinatarios, la conceptualización que se utiliza en cada uno de ellos, las dimensiones que plantean, el tipo de taxonomía, indicadores… y las propuestas didácticas: objetivos, contenidos, actividades, se sistematizan en una serie de dimensiones e indicadores para definir la competencia mediática y plantear el diseño de actividades para una propuesta didáctica de acuerdo a los indicadores establecidos. La investigación desarrollada nos ha permitido afirmar la necesidad de la convergencia terminológica, así como de la elaboración de recursos, a partir de los indicadores definidos, que incidan en los distintos ámbitos de la competencia mediática de una manera efectiva y sirvan para llevar a cabo actuaciones didácticas en los distintos grupos que componen la sociedad actual.

Internet celebrity has become a phenomenon of great interest for scholars in the last few years. This is partly due to its impact in contemporary media ecosystems, and its influence in political, social, cultural, and commercial behaviors around the world. Meanwhile, some segments of the population continue to be marginalized by sociotechnical configurations that perpetuate structures of dominance in the digital sphere and on social media platforms. This is the case of immigrants, who often face diverse digital, symbolic, and physical borders that neglect their voice and agency. Thus, the present study aims to explore the creative practices of immigrant tiktokers who have achieved a significant following on this platform. Using a case study approach, we explore four immigrant creator profiles with a following of 17,000 to 500,000 through in-depth interviews and a multimodal content analysis of 252 of their videos to delve into their platformed practices on TikTok. The participants are Latin American immigrant creators living in the US and Spain, identified as part of a larger study on the uses of TikTok by Latinx immigrants in these two countries exploring 53 immigrant creator profiles with more than 10,000 followers. Their practices related to algorithmic (in)visibility, and their unfolding identities including their digital, creative, political, activist, cultural, and national personas are noteworthy, and suggest unique pathways to reclaim agency through social media influence and construct multi-dimensional microcelebrity identities beyond migratory status.

Media competencies are a set of skills that every individual should possess in order to be able to consume and produce media and digital and information products in a critical and analytical way. This exploratory and comparative work analyses the level of media competence among 1,676 university students and 524 professors in Brazil, Spain, Portugal and Venezuela. One of the main results shows that the level of knowledge of technology and interaction — which is linked to digital competencies — does not depend solely on age, thus contradicting theories of digital natives and migrants. Our study also found that the general level of media competence is no better than medium to low when considering language, technology, interaction, production and dissemination, ideology and values, and aesthetics. These results point to the need to develop transversal actions for instructing both university professors and students in media competencies to face an ecosystem dominated by fake news and disinformation, as well as public policies directed at improving these skills among citizens at large.

Recent media attention aimed at migrant caravans at the US–Mexico border has increased interest from different actors in the political and social spheres. Parallel to traditional and mainstream media, social media has become the prime context where narratives about the border develop, molding broader societal perspectives on the immigration issue. Through a content and discourse analysis of 105 posts connected by the #MigrantCaravan or #CaravanaMigrante hashtags, we delved into how media representations of immigration on Instagram effectively establish otherness between the different characters involved in this phenomenon. The border wall emerges as one of the main components in these narratives and a symbol of the temporal and spatial stages of the migratory journey. Meanwhile, the voice of the main character, the migrant, is mostly absent, often conveyed through biased views, filtered by the opinions of posters about immigration and characterized by new narrative configurations enabled by the Instagram format.

The metaverse is presented as a possible new technological iteration for the Internet. The generation of virtual universes in which the physical and the digital converge raises the question of how education will be addressed in these new systems. We find, however, pioneering exercises such as Minecraft: Education Edition. This platform is a version based on the popular sandbox video game, which was originally created by a community of teachers. The aim of this research is to analyze and describe the idiosyncratic characteristics of Minecraft as an educational platform, framing it as one of the pioneering exercises in the metaverse. To this end, we have employed a methodology that combines Multimodal Discourse Analysis with Grounded Theory and the Constant Comparative Method. As conclusions, we observe how the Minecraft Education platform reinforces from its approach pre-existing aspects from the physical world, resizing them to adapt them to its connected digital environment. These are key elements such as the identity of the participants, their ability to act within the system, creativity through lessons as a guide to the educational objectives and the community as the backbone of the process. At the same time, it presents differential components, such as the use of avatars, the transition from textual literacy to multimodal literacy, game mechanics that boost creativity or transhuman capabilities that defy physical space-time. All in all, the platform is designed for teachers, parents and managers, to whom it offers a series of benefits. Therefore, the pedagogical action will depend on their judgment and execution, especially through the elaboration of lessons and worlds, the management of the sessions and their interaction in community environments. It is their responsibility to ensure that the educational experience is truly empowering or, on the contrary, that it ends up being governed by reproductive criteria linked to symbolic violence.

Ludificación y sus posibilidades en el entorno de blended learning: revisión documental