The digital era has perpetuated new pedagogies of collective participation in networks that requires reflection in the conventional education area, because of YouTube, as audiovisual platform of outstanding international recognition, concentrates an extensive repertoire of informal learning practices among young people. In this case, the research focuses on a form of literary expression driven by the new Booktube community, which is dedicated to the recommendation of books and the promotion of reading by focusing their messages through the videoblog format. This aspect, closely popularized in the platform, allow us to deepen new youth practices outside classroom that refer to the promotion of books and critical and judicious expression on aspects related to content, formats, genres and authors in a context supported by the media ecology. In order to deepen the reasons why youth reads currently, we developed a literature review starting with the transmedia literacy concept evaluating narrative and aesthetic competences and applying a content analysis and a case study that collects channels of two Spanish booktubers with high impact and community: Javier Ruescas and Fly like a Butterfly. Results discern an affinity space linked to the opinion of peers that promotes reading and writing, and the ability to interpret, describe, compare and reflect about the literary context.La era digital ha perpetuado nuevas pedagogías de participación colectiva en red que requieren una reflexión en el área educativa, en tanto que YouTube, como plataforma audiovisual de sobresaliente reconocimiento, concentra un extenso repertorio de prácticas de aprendizaje informal y juvenil. En este caso, la investigación se centra en una forma de expresión literaria impulsada por la comunidad Booktube, que se dedica a la recomendación de libros y al fomento de la lectura focalizando sus mensajes a través del formato videoblog. Dicha vertiente, estrechamente popularizada en la plataforma, nos permite profundizar en nuevas prácticas juveniles fuera del aula que remiten a la promoción de libros y a la expresión crítica y juiciosa sobre aspectos relacionados con el contenido, los formatos, los géneros y los autores en un contexto auspiciado por la ecología mediática. Con el objetivo de profundizar en los motivos por los que la juventud lee actualmente, desarrollamos una revisión bibliográfica a partir del alfabetismo transmedia evaluando las competencias narrativas y estéticas, y aplicamos un análisis de contenidos mediante un estudio de caso que recoge los canales de dos booktubers españoles con amplia repercusión y comunidad: Javier Ruescas y Fly like a Butterfly. Los resultados atisban un espacio de afinidad ligado a la opinión entre pares que promueve la lectura y escritura, y a la capacidad para interpretar, describir, comparar y reflexionar sobre el contexto literario.

Los artículos, libros, capítulos, conferencias y seminarios tradicionales dan paso a nuevas herramientas de difusión del conocimiento científico como las redes sociales, apostando por la concepción de la ciencia abierta. Esta se entiende como la distribución pública de los resultados de investigación de forma deliberada, para que el público acceda libremente a los conocimientos universales. De este contexto, nace el presente estudio, que tiene por objetivo reconocer temáticas científicas en tendencia propuestas por jóvenes youtubers dedicados a la divulgación científica, así como obtener una valoración de docentes en Educación Superior sobre la fiabilidad y conveniencia de los contenidos y argumentos proporcionados por esta vía. El procedimiento metodológico parte de una exploración cuanti-cualitativa mediante análisis de contenido de cuatro canales con 12 unidades audiovisuales y 144 minutos de visionado, y de un cuestionario online que acoge la opinión de 205 investigadores universitarios. Los resultados cualitativos presentan un índice medio-alto de rigurosidad, credibilidad y fiabilidad por parte de los youtubers, así como un interés de los usuarios por las pseudociencias, las enfermedades de transmisión sexual, las matemáticas y las creencias dogmáticas. Contrariamente, los docentes encuestados declaran una falta de coherencia y criterio científico por parte de los influencers. Esta paradoja apunta hacia YouTube como una plataforma reveladora para la comunicación del saber, dirigida esencialmente a los jóvenes y sustentada por la libertad para aprender y enseñar ciencia. Se introduce, en suma, una nueva, innovadora y juvenil vía de difusión del conocimiento más controvertido, político, social y educativo, mediante recursos audiovisuales online, sociales y generalistas.

Social media and prosumers have encouraged participatory creativity in the era of platformization. In this context, successful platforms such as YouTube and TikTok have facilitated users interact with music content in a wide variety of meaningful and evocative videos. In the light of research on the cultural prosumption of Internet content, as well as the global exchange of musical data, which is leading an emerging and innovative digital convergence, this study analyses the intersection between digital music and users through the Music Prosumer Questionnaire (MuPQ). This tool consists of three dimensions and 21 items based on (a) music preferences, (b) use of social media, and (c) music engagement. For this purpose, we collected the response of 698 users from Spain and Italy. The results showed that digital and visual music is essential to users’ life as a means of expression and relationship with other people. In particular, in their role as music curator, are more interested in “music watching” than in blind listening, which is related to mainstream music viewing dynamics. These findings provide new insights for understanding how music evolves according to the relationship between users and social media beyond technological progress.

Information, communication, and digitalization technologies have driven the unlimited access to knowledge, thereby promoting creativity, economic and cultural development, and the emergence of a global world at breakneck speed over recent decades. Across its multiple dynamics, this digital revolution has opened new educational opportunities that are closely connected to emerging technologies and, recently, to artificial intelligence. These advances have had an unexpected impact on people’s lives, altering the values of society and our understanding of the role of education and the modern school in this scenario of global communication. In this context, media education arises from the clear influence of electronic devices and digital technology on society. The aim of this study is to review our understanding of the scientific relevance of the terms “media education” and “educommunication” during the last two decades to describe its evolution on the basis of its terms, locations, thematic stages, and methodological approaches using a systematic quantitative–qualitative review of 598 articles collected from the Web of Science between 2000 and 2021. The results suggest that such scientific interest can be divided into two stages, viz. reflections on media education in its terminological diversity (2000–2012) and measurement, implementation, training, and educommunicative digitization in terms of technological–digital development (2013–2021). We conclude that studies in this transdisciplinary field, which have historically been spread across North and South America, Europe, North Africa, and the North/South East Asia–Pacific region, have broadened their perspective from early criticism of media education to consider the “glocalization” of media education, directing interest toward the cultural digitization of the Global South, algorithmic literacy, and the digital and ethical–critical (self-)management of individual and collective identity.

Transmedia storytelling has been integrated into contemporary society through social media, where influencers have enabled the building of worlds. Within this environment of human-interaction, fiction and converging social realities have become an essential tool to tell stories. On YouTube, storytelling has expanded to music, where cover videos take on great relevance. The aim of this study is to understand the transmedia music phenomenon due to the impact of music on the platform. To this end, we applied a methodology that stemmed from Grounded Theory principles in the analysis of 300 Disney animation song covers in three stages: (1) deductive and inductive codebook development; (2) social network analysis; and (3) statistical test. The results showed that youtubers highlight specific audiovisual codes from the film and cultural industries. Furthermore, we observed these productions often display configurations that expand the original story through performance, location, costumes, make-up, among others. We argue that, on the digital sphere, a sustainable transmedia music paradigm is developing, where performers construct more meaningful and valuable stories.

Instagram se ha convertido en parte integral de la vida cotidiana de niños y jóvenes, gestando una suerte de álbum familiar. En este escenario, analizamos la polaridad y subjetividad de 772 entradas de texto de cuentas infantiles gestionadas por padres en la plataforma mediante procesamiento del lenguaje natural con machine learning y análisis de contenido. Los resultados revelaron una prominente positividad y subjetividad en el campo léxico de cuatro cuentas en español y cuatro en inglés, con el reiterado empleo de los adjetivos feliz, nuevo, súper, etc. En suma, las cuentas infantiles expresan una tendencia de bucólica y festiva crianza.