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Nowadays we have to give new literacies to our students, to prepare them for a new citizenship in digital society. Following Bauman's metaphor, we are in the "liquid" information culture, where media, technology and the Web 2.0 have relevant effects.We consider that media competence has three main aspects or areas to teach, and inside each on them we may include several dimensions: knowledge (media industry, technology, language, processes of production, access to information), understanding (ideology and values) and expression (communication, creation, citizen participation). We want to consider media education as an educational practice, rather than a line of research, so we need to create a series of practical activities, experiences that aim to train learners in active and critical interpretation of the mass media (film, radio, television, and printed media, among other new media.) As we have mentioned, it is more a pedagogical activism than a theoretical development. Knowing the discourse structure of news or announcements allows students to maintain focus on the ideological part; but this will only happen after a learning period in which they are taught the basic codes that are used, the visual semiotics. The student has to internalize this analysis; he or she has to know that there is a misinformation, a manipulation of that media.
Keyworks: Media literacy, Commercials, Film.
Introduction. Learning Styles
Today there is a gap between the learning styles used by formal schooling and those that are characteristic of children's after-school experiences, for example, video games and social networks, which assign them an active role. Moreover, they spend much of their lives watching television, and not only programs and advertising designed for children, but also the ones for adults. Therefore, we have to connect with their motivations and forms of relating and obtaining information, otherwise, the "formal" teaching experiences will remain as a marginal experience in their lives. We also must help them to develop critical thinking.
We should expand the educational scenario from a formal education to an informal and even fortuitous one (as Cobo and Moravec indicated in his book on invisible education, 2011). As indicated by M. Prensky (2001), we must take into account the different ways of processing information by digital natives (students) and digital immigrants (teachers); contributions of Neurobiology indicate...