Digital literacy constitutes the basis for citizenship in order to be effective and efficient in the 21st Century in professional and personal lives. The set of skills and competences integrating digital literacy are expected to be guaranteed in higher education. During the lockdown globally imposed for the COVID-19 pandemic, educational systems worldwide had to face many disruptive changes. The aim of this research is to present a comparative study of three countries’ higher education institutions (Spain, Italy, and Ecuador), analyzing how they have faced the global lockdown situation, focusing on the development of digital literacy. The methodological approach followed in this study was quantitative with an exploratory-correlational scope using a questionnaire designed ad hoc and applied in a sample of 376 students. Results point the necessity of enhancing the main aspects such as the teacher’s digital skills, sources for learning that may be adapted, communication between universities and students, and teaching methodologies that should be appropriate to the current context. Conclusions may suggest rethinking higher education learning and reinforcing main issues for this transformation, mainly: communication, teaching, and digital competences. Otherwise, digital literacy is not being guaranteed, which means higher education is not accomplishing one of its main objectives.

Introducción. Esta investigación realizó un estudio comparativo entre tres países muy impactados por el coronavirus a partir del análisis de las reflexiones de docentes y estudiantes sobre la enseñanza virtual universitaria durante la etapa de confinamiento. Metodología. El estudio, de carácter descriptivo, exploratorio y explicativo, aplicó encuestas, entre marzo y abril de 2020, a estudiantes y docentes de Periodismo, Comunicación y Educación de la Universidad Autónoma de Barcelona (España), Universidad de Torino (Italia) y Universidad Técnica de Machala (Ecuador). La encuesta tuvo respuestas de 300 estudiantes (100 por país) y 196 docentes. Resultados. Los estudiantes, de forma mayoritaria, valoran negativamente el paso a la virtualidad, pues este se asocia, de forma recurrente, con un incremente de la carga lectiva. La teleformación ha contribuido a impactar negativamente en la visión del alumnado sobre sus formadores, mientras que en estos últimos demandan competencias digitales básicas en los jóvenes universitarios. Discusión. Según los hallazgos obtenidos, los docentes, en el escenario de la teleformación, deben mostrar conocimientos no solo sobre el contenido de la materia, sino también conocimiento tecnológico y pedagógico-digital. Conclusiones. El docente tiene que ser capaz de innovar, reflexionar y transformar sus propuestas didácticas para responder a las demandas sociales que vive el mundo en medio de una crisis sanitaria, a la vez que se alcancen los objetivos curriculares propuestos al inicio del curso. Por otro lado, los docentes encuestados reconocen que es necesario la promoción del pensamiento crítico y reflexivo vinculado a la gestión estratégica de las TIC.

Palestinians have long been using social media as a tool for activism. Each platform provides unique socio-technological affordances that shape users’ communicative practices as networked publics. Focusing on the video-sharing platform TikTok, which has taken a “serious turn” in recent years, this article examines how Palestinian users performed playful acts of resistance during the escalation of violence between Palestinians and Israelis in May 2021. Applying a multimodal analysis to 500 TikTok videos posted during the conflict under #gazaunderattack, we identify three memetic templates (#challenge)—(1) lip-syncing, (2) duets, and (3) point-of-view—that unfold the ways TikTok’s design and its play-based affordances ignite affective streams of audiovisual content that render playful activism in times of conflict. Driven by TikTok’s culture of imitation and competition, playful activism enables the participation of ordinary users in political emerging events with the help of looping meme videos composed of collaborative, dialogic, and communal socio-technical functions. Playful activism transforms users’ ritualized performances into powerful political instruments on TikTok and makes democratic participation more relatable, tangible, and accessible to various audiences.

TikTok is without any doubt the most popular social media among Gen Zers. Originally born as a lip-syncing app, it can be exploited in different ways; as such, it represents a new fertile space for political communication. In this vein, previous studies have shown that politicians all over the planet are joining the platform as a tool to connect with younger audiences. This study examines the use of TikTok in the last presidential elections in Peru. Following an affordance-based approach, we analyze all the TikToks published by the main candidates (Pedro Castillo, Keiko Fujimori, Rafael Lopez Aliaga, Hernando de Soto, and George Forsyth) during the electoral campaign, to understand if and how candidates have integrated this platform as part of their electoral strategy and what kind of content they publish and share. Through a content analysis that combines quantitative and qualitative elements, we demonstrate that, although all the analyzed politicians have opened TikTok accounts, they do not seem to take full advantage of the platform’s affordances displaying a top-down communication style with almost no deliberative nor participative intentions. Political issues are almost absent since the platform is mostly used to display their personal life and enhance their political persona, with most of the content displaying a clear entertaining dimension. Some differences are discussed but, in general, results reveal that Peruvian candidates use TikTok almost uniquely for politainment.

TikTok, already widely used before the pandemic, boomed during the quarantine that locked down large parts of the world, reaching 2 billion downloads and 800 million monthly active users worldwide by the end of 2020. Of these 800 million users, 41% are aged between 16 and 24 years. This social network, widely known for its entertainment videos, is increasingly becoming a place for political discussion and therefore a unique opportunity for political actors to (re)connect with young people. Acknowledging that the political uses of TikTok are still understudied, this paper aims to explore whether and how Spanish political parties are including TikTok as part of their communication strategy. Through an affordance-centered content analysis of all the posts published by the five most important Spanish political parties (PP, PSOE, Ciudadanos, Podemos, and Vox), the current results show that, although all Spanish political parties have adopted this platform, their usage is unequal. From a quantitative perspective, PP was the first party to open a TikTok account, but its usage has been discontinuous; Podemos and Ciudadanos are the parties that publish the most and most constantly, while Vox has only published nine posts and the PSOE one. Nonetheless, from a qualitative perspective, Podemos and Vox generate more engagement and seem to understand and exploit TikTok’s specific affordances better. The findings allow it to be concluded that, although globally Spanish political parties do not fully exploit the platform’s affordances and tend to use it as a unilateral tool for promotion, the most engaging posts are those favoring interaction and geared toward politainment.

Some months ago, during a rehearsal break, a teenage girl told me that her ‘favourite dancer ever’ was Charli D’Amelio. Ignorant as to who Charli D´Amelio was, I started an investigation and soon d...