This page has only limited features, please log in for full access.
Professor of ‘ICT applied to Education’ at the Faculty of Education of Segovia (University of Valladolid). He is a specialist in media education, digital literacy, and teacher training, with degrees from ‘Universidad Autónoma de Madrid’, Institute of Education (University of London), and Universidad Nacional de Educación a Distancia (Spain). His current research interests are Digital Multimedia Technologies and Education (media education, e-learning, digital literacy, OER and MOOC, etc.). He has addressed conferences in different countries such as Argentina, the UK, México, Brazil, Venezuela, France, Cuba, Sweden, the USA, Germany, Lithuania, India, and Hungary.
The hybridization of television genres has led to numerous non-fiction television shows that base much of their success on audience engagement through social networks. This study analyses a specific case, that of La isla de las tentaciones (Temptation Island), to identify interpretive frames in reality shows and their interrelationships with audience involvement on Instagram. Based on a corpus of 8409 comments posted on Instagram by the followers of the program’s actor profiles, the article analyzes the lines between reality and fiction in this non-fiction television show about relationships and infidelity, and, in particular, how online “haters” play a performative role. The show’s participants who were unfaithful are insulted and receive numerous negative value judgments. The “coding and counting” method, drawn from Computer Mediated Discourse Analysis, is used for the coding. Results show that viewers barely allude to this show as fiction, do not differentiate between the actors and their characters, and empathize strongly with the stories they view. The study shows the need for media education, both for those who make the media and those who view it. The goal is not to detract from entertainment value, but to improve critical skills and to recover the educational function of media.
Alba Torrego; Alfonso Gutiérrez-Martín; Michael Hoechsmann. The Fine Line between Person and Persona in the Spanish Reality Television Show La isla de las tentaciones: Audience Engagement on Instagram. Sustainability 2021, 13, 1753 .
AMA StyleAlba Torrego, Alfonso Gutiérrez-Martín, Michael Hoechsmann. The Fine Line between Person and Persona in the Spanish Reality Television Show La isla de las tentaciones: Audience Engagement on Instagram. Sustainability. 2021; 13 (4):1753.
Chicago/Turabian StyleAlba Torrego; Alfonso Gutiérrez-Martín; Michael Hoechsmann. 2021. "The Fine Line between Person and Persona in the Spanish Reality Television Show La isla de las tentaciones: Audience Engagement on Instagram." Sustainability 13, no. 4: 1753.
The digital age of post-truth is the ideal breeding ground for fake news and misinformation. In the world of social networks and the Internet in general, commercial interests hold primacy over the importance of the veracity of the information provided. In this study, we have carried out a quantitative and qualitative content analysis of the messages published as comments on the most popular videos about Pokémon Go published in Spanish on YouTube. The main objective of the study is to analyse not only the content of the videos but, above all, users’ reactions to the misinformation provided. The results confirm the hypothesis that misinformation is promoted by the crisis of truth as a journalistic and social value, by economic interest and by the lack of suitable media education. We conclude by advocating the need to recover truth as a journalistic and social value in the digital context, and to accept that media literacy is an essential task to be assumed by all educational agents: schools, media and social groups.
Alfonso Gutiérrez-Martín; Alba Torrego-González; Miguel Vicente-Mariño. Media education with the monetization of YouTube: the loss of truth as an exchange value / Educación mediática frente a la monetización en YouTube: la pérdida de la verdad como valor de cambio. Cultura y Educación 2019, 31, 267 -295.
AMA StyleAlfonso Gutiérrez-Martín, Alba Torrego-González, Miguel Vicente-Mariño. Media education with the monetization of YouTube: the loss of truth as an exchange value / Educación mediática frente a la monetización en YouTube: la pérdida de la verdad como valor de cambio. Cultura y Educación. 2019; 31 (2):267-295.
Chicago/Turabian StyleAlfonso Gutiérrez-Martín; Alba Torrego-González; Miguel Vicente-Mariño. 2019. "Media education with the monetization of YouTube: the loss of truth as an exchange value / Educación mediática frente a la monetización en YouTube: la pérdida de la verdad como valor de cambio." Cultura y Educación 31, no. 2: 267-295.
Alba Torrego-González; Alfonso Gutiérrez-Martín. El consumo literario como experiencia compartida en entornos transmedia. El caso de El club de los incomprendidos. Revista Mediterránea de Comunicación 2018, 9, 1 .
AMA StyleAlba Torrego-González, Alfonso Gutiérrez-Martín. El consumo literario como experiencia compartida en entornos transmedia. El caso de El club de los incomprendidos. Revista Mediterránea de Comunicación. 2018; 9 (2):1.
Chicago/Turabian StyleAlba Torrego-González; Alfonso Gutiérrez-Martín. 2018. "El consumo literario como experiencia compartida en entornos transmedia. El caso de El club de los incomprendidos." Revista Mediterránea de Comunicación 9, no. 2: 1.
Interactive media and virtual environments give rise to transmedia and multiscreen viewing in a new popular and participatory culture. This in turn requires a new type of critical, reflective media education. This article reviews expert opinions on the educational potential of The Hunger Games (THG) and the use of Twitter during the viewing of films by young audiences. The study has the twofold goal of analysing whether the tweets include the topics of ideology and values mentioned in the selected articles and whether the conversations help build knowledge of the subjects that, according to the experts, are discussed in the literary trilogy. The method, based on discourse analysis, is twofold as well, comprising, on one hand, the discussion of 61 selected academic papers on THG and, on the other, 6000 tweets posted by youngsters while watching the films in the trilogy shown on TV. The tweets were analysed using the ‘coding and counting’ technique in computer-mediated discourse analysis. The results show a great chasm between academic or educational perspectives and what youngsters see in the films. Twitter interactions show that the virtual environments where these interactions take place are mere virtual concourses rather than affinity or learning spaces. This draws attention to the need for a new type of media education which not only includes the popular culture in formal education environments, but also uses the virtual concourses where youngsters gather around media products to transform mere coexistence into convergence of interests based on the meaning of these products.
Alfonso Gutiérrez-Martín; Alba Torrego. The Twitter games: media education, popular culture and multiscreen viewing in virtual concourses. Information, Communication & Society 2017, 21, 434 -447.
AMA StyleAlfonso Gutiérrez-Martín, Alba Torrego. The Twitter games: media education, popular culture and multiscreen viewing in virtual concourses. Information, Communication & Society. 2017; 21 (3):434-447.
Chicago/Turabian StyleAlfonso Gutiérrez-Martín; Alba Torrego. 2017. "The Twitter games: media education, popular culture and multiscreen viewing in virtual concourses." Information, Communication & Society 21, no. 3: 434-447.
There has been considerable debate about the potential of social media to promote new democratic practices and active citizenship. However, the participation of young people in social networks seems to go in a more playful than ideological direction. This article discusses youngsters’ activity in Twitter simultaneously with the television viewing of two films: «V for Vendetta» and «The Hunger Games». As both films address social and political issues, we intend to identify whether youngsters referred to ideological issues in tweets generated during their viewing, and whether these tweets lead to joint reflection on the current social situation. 1,400 tweets posted during the broadcasts of the films in Spanish TV in 2014 were collected for this purpose. The encoding of messages is carried out following a «coding and counting» approach, typical of the studies of Computer-mediated communication. Then messages are classified based on their content. The results obtained indicate that messages about the social and political content of the films are almost non-existent, since young people prefer to comment on other aspects of the films or their lives. The conclusions have a bearing on the importance of considering popular culture, for its social and political implications, as a motive for reflection, and the importance of boosting a critical media education. Mucho se ha hablado del potencial de las redes sociales para fomentar nuevas prácticas democráticas y de ciudadanía activa. Sin embargo, la participación de los jóvenes parece ir en una dirección más lúdica que ideológica. Se analizan sus intervenciones en Twitter como parte de la situación de visionados de dos películas en televisión: «V de Vendetta» y «Los juegos del hambre». Como en ambas se abordan temas sociales y políticos, a través del análisis de los tuits generados durante su visionado se pretende identificar si en ellos se hace referencia a cuestiones ideológicas y si estas sirven de revulsivo para la reflexión conjunta sobre la situación social y política actual. Para ello, se recogen 1.400 tuits escritos durante las emisiones en cadenas españolas de las dos películas en 2014. Se procede a la codificación de los mensajes siguiendo el enfoque «coding y counting», propio de los estudios de comunicación mediada por ordenador, y se clasifican los mensajes según su contenido. Los resultados obtenidos indican que los mensajes sobre el contenido social y político de los filmes son casi inexistentes puesto que los jóvenes prefieren comentar otros aspectos de las películas o de sus vidas. Las conclusiones alcanzadas tras este análisis inciden en la importancia de considerar la cultura popular, por sus implicaciones sociales y políticas, como motivo de reflexión, y de potenciar una educación mediática capacitadora.
Alba Torrego; Alfonso Gutiérrez-Martín. Watching and tweeting: Youngsters’ responses to media representations of resistance. Comunicar 2016, 24, 9 -17.
AMA StyleAlba Torrego, Alfonso Gutiérrez-Martín. Watching and tweeting: Youngsters’ responses to media representations of resistance. Comunicar. 2016; 24 (47):9-17.
Chicago/Turabian StyleAlba Torrego; Alfonso Gutiérrez-Martín. 2016. "Watching and tweeting: Youngsters’ responses to media representations of resistance." Comunicar 24, no. 47: 9-17.
This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.
Alfonso Gutiérrez-Martín; Kathleen Tyner. Media Education, Media Literacy and Digital Competence. Comunicar 2012, 19, 31 -39.
AMA StyleAlfonso Gutiérrez-Martín, Kathleen Tyner. Media Education, Media Literacy and Digital Competence. Comunicar. 2012; 19 (38):31-39.
Chicago/Turabian StyleAlfonso Gutiérrez-Martín; Kathleen Tyner. 2012. "Media Education, Media Literacy and Digital Competence." Comunicar 19, no. 38: 31-39.
The discourse stating that the profound changes in ICT of the last decade have also radically altered the way our students learn, and that they can all now be considered digital natives, is increasingly prevalent. However, this paper argues that these changes are not as immediate, automatic or beneficial as the dominant political and technological discourse on the benefits of ICT would have us believe, and that they give rise to many different situations that characterize university teaching and learning practice. Using the ratings of three Likert questionnaires on information processing and communication in three different environments (Moodle, Tuenti and the classroom itself), and applying multivariate techniques (factor analysis and cluster analysis), we have found four clusters: pro-ICT students, anti-ICT students, listless student and neutral student. The presence of such segments of students allows us to conclude that, although computers are nowadays taken for granted in Higher Education classrooms, we are perhaps overestimating both the real impact of ICT on teaching and students’ digital competencies, and that this false perception of reality benefits technology vendors but not methodological and pedagogic innovation, which can only be achieved through the necessary reflection on education matters from educational principles. Se ha extendido el discurso que afirma que los profundos cambios en las TIC experimentados en la última década han modificado también radicalmente el aprendizaje de nuestros estudiantes universitarios, considerados todos ellos nativos digitales. En este artículo se sostiene, sin embargo, que dichos cambios no son tan inmediatos, automáticos o beneficiosos como el discurso dominante sobre la bondad de las TIC pretende hacernos creer, y que dan lugar a múltiples y variadas situaciones intermedias que caracterizan la actual enseñanza universitaria. Utilizando las valoraciones de tres cuestionarios tipo Likert sobre los procesos de información y comunicación en tres entornos diferenciados (una plataforma virtual de enseñanza aprendizaje, Moodle, Tuenti, como ejemplo de red social, y las aulas presenciales) y mediante técnicas multivariantes (análisis factorial y de conglomerados) se encuentran cuatro segmentos de estudiantes: alumnado optimista o pro-TIC, alumnado pesimista o anti-TIC, alumnado apático y alumnado neutral. La presencia de dichos segmentos de estudiantes nos permite concluir que, aunque la presencia del ordenador en las aulas universitarias forma ya parte del imaginario colectivo, tal vez se esté sobrevalorando tanto el impacto de las TIC en la educación superior como las competencias digitales de los alumnos, y que esta falsa percepción de la realidad puede beneficiar a los vendedores de tecnología, pero no a la innovación metodológica, que sólo se podrá conseguir mediante la necesaria reflexión desde postulados educativos.
Alfonso Gutiérrez-Martín; Andrés Palacios-Picos; Luis Torrego Egido; Alfonso Guti; Andr. Digital tribes in the university classrooms. Comunicar 2010, 17, 173 -181.
AMA StyleAlfonso Gutiérrez-Martín, Andrés Palacios-Picos, Luis Torrego Egido, Alfonso Guti, Andr. Digital tribes in the university classrooms. Comunicar. 2010; 17 (34):173-181.
Chicago/Turabian StyleAlfonso Gutiérrez-Martín; Andrés Palacios-Picos; Luis Torrego Egido; Alfonso Guti; Andr. 2010. "Digital tribes in the university classrooms." Comunicar 17, no. 34: 173-181.
Changes taking place in the current media scenery will affect the television as mass media decisively. Maybe students and the rest of the people should be educated not only as critical viewers, but also as creators and producers of audiovisual messages, as users of interactive media, as part of audiovisual experiences in cyberspace. In this paper the author revises the key aspects of media education (including television, of course), explores to what extent they are still valid nowadays and what new changes are required in the digital age Los cambios que se están produciendo en el panorama comunicativo actual van a afectar decisivamente a la televisión como medio de comunicación de masas. Tal vez la mirada que tengamos que educar no sea sólo la del receptor, sino también la del creador de mensajes audiovisuales, la del usuario de un medio interactivo, la de partícipe de una experiencia audiovisual en el ciberespacio. En la comunicación que proponemos pretendemos referirnos a los aspectos clave de de la educación para la televisión y los medios en general. Se tratará de ver hasta qué punto siguen siendo válidos hoy día y qué modificaciones requieren en la era digital
Alfonso Gutiérrez-Martín. Media education in the digital age. Comunicar 2008, 16, 1 .
AMA StyleAlfonso Gutiérrez-Martín. Media education in the digital age. Comunicar. 2008; 16 (31):1.
Chicago/Turabian StyleAlfonso Gutiérrez-Martín. 2008. "Media education in the digital age." Comunicar 16, no. 31: 1.
The author of this article starts from the presence and the importance of the information and communication technologies (ITC) or new multimedia technologies (NMT) in order to analyse the ideology or implicit discourse that these new media bring with them. It is also analysed the educational implications of the technological discourse, that is to say, how the way in which ICT are introduced affects their integration in the curriculum development; and also haw it affects teachers and students’ expectations and the use of these media in education. El autor de este artículo parte de la presencia e importancia de las tecnologías de la información y la comunicación (TIC) o nuevas tecnologías multimedia (NTM) para analizar la ideología o el discurso que estos nuevos desarrollos tecnológicos traen consigo. Se analizan también las implicaciones educativas del discurso tecnológico, es decir, cómo la forma en que se presentan las NTM afecta a su integración curricular, cómo afectan a las expectativas de profesores y alumnos, y al uso que de estos medios se hace en los entornos educativos.
Alfonso Gutiérrez-Martín. El discurso tecnológico de los nuevos medios: implicaciones educativas. Comunicar 2002, 9, 90 -95.
AMA StyleAlfonso Gutiérrez-Martín. El discurso tecnológico de los nuevos medios: implicaciones educativas. Comunicar. 2002; 9 (18):90-95.
Chicago/Turabian StyleAlfonso Gutiérrez-Martín. 2002. "El discurso tecnológico de los nuevos medios: implicaciones educativas." Comunicar 9, no. 18: 90-95.