1 University of Coimbra (PORTUGAL)
2 University of Coimbra, Faculty of Arts and Humanities (PORTUGAL)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 7077-7083
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.1519
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
In an era in which a multiplicity of screens and platforms anchored to the image and immediacy proliferates during confinement due to the COVID-19 pandemic, literacy is essential to promote a critical reading of the world (Freire & Macedo, 2011). As Lopes (2011) states, “literacy is a basic resource in contemporary times”.

Nowadays, the centrality of hypermediated processes in teaching-learning implies the development of transmedia literacy skills, i.e., mobilizing comprehensive and complex interaction skills that allow the use of platforms, networks and digital media (Pereira, Fillol, & Moura, 2018).

The notion of transmedia literacy is not consensual, although there are conceptual approaches in the various definitions. Scolari (2018) states that the types of use of the media are the centre of transmedia literacy, considering that users are now prosumers with the ability to create and share hybrid and complex media content. Kline (2010) argues that transmedia literacy involves navigating, creating and evaluating different media. Fraiberg (2017) extends the concept to the ability to read, write and interact within and across various genres, languages, media and contexts. Grandío (2015) defines transmedia literacy as the ability to evaluate and create content on multiple platforms and multicultural contexts, considering the various languages and possible experiences in an ethical attitude towards contents.

In the new media ecosystem, several authors consider the need for core skills and social abilities. Ferrés and Piscitelli (2012) define six dimensions of transmedia skills: language, technology, production and programming processes, ideology and values, reception and interaction, and aesthetics.
This paper aims to assess transmedia literacy skills of teachers in Portugal and to identify teaching-learning strategies using digital tools in multiplatform environments due to the Covid-19 pandemic.

The empirical study was operationalized through a quantitative-extensive methodological strategy using an online questionnaire survey. Sampling was non-probabilistic collected through the snowball process. The methodological instrument outlined included three dimensions to be assessed: skills, practices and strategies. The indicators for analysis were sociodemographic characteristics, social context of education, access, skills and practices, which were grouped into a single questionnaire made available online to the participants. Data were analyzed using descriptive statistical analysis.

The results show the need to rethink the teacher training curriculum, considering the inclusion of curricular units that enhance the domain of digital skills, flexible teaching-learning strategies in different educational environments, and critical thinking.
Teaching-learning strategies, transmedia literacy, multiplatform digital environments.