About this paper

Appears in:
Pages: 7126-7129
Publication year: 2020
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.1527

Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference

TRANSMEDIA STORYTELLING AND MEDIA LITERACY: LEARNING THROUGH HYBRID EXPERIENCES

I. Amaral, R. Basílio Simões, S. Santos

University of Coimbra, Faculty of Arts and Humanities (PORTUGAL)
The media ecosystem was transformed by the rise of new players and practices. New mechanisms of participation and production are now part of a fluid, collective and complex process of creation. In this hybrid media landscape, the culture of convergence promotes new ways of telling stories, abandoning the traditional linear approaches, and encouraging active participation of the receiver in the narrative construction (Jenkins, 2009; Scolari, 2013; Fidalgo, Ambrosio, Peace & Amaral, 2018). The ability to tell stories in disruptive and innovative paths represents an extension of traditional storytelling in the digital age. Transmedia storytelling can be defined as a process in which narrative elements are dispersed across multiple media or platforms to create a unique and coordinated experience (Jenkins, 2009; Scolari, 2013).

Being able to conceive and produce narratives in non-linear ways is a highly complex competence. Hence, the centrality of ‘hypermediation’ processes implies the development of transmedia skills. Considering the dimensions of digital literacy and media literacy postulated by Renée Hobbs (2011), i.e., access, analysis, creation, reflection and acting, transmedia narratives and digital storytelling can be essential instruments for the promotion of media literacy in the classroom. Transmedia narratives can open new opportunities for formal learning environments, but they can also be combined with informal learning contexts, as they foster new pedagogic approaches through the interaction with students and throughout the promotion of activities outside the classroom, in a logic of mobility and interconnectedness.

This paper aims to reflect on transmedia narratives as specific instruments for the promotion of media literacy. Based on extensive documental analysis, we describe and analyze European transmedia storytelling projects that focus on media education. Preliminary results show that the projects promote pedagogical practices that fall into four models:
i) Transmedia play;
ii) Connected learning,
iii) Gamification;
iv) Location-based learning.

This study deepens our knowledge on possible uses of transmedia and digital storytelling as tools for the promotion of media literacy.
@InProceedings{AMARAL2020TRA2,
author = {Amaral, I. and Bas{\'{i}}lio Sim{\~{o}}es, R. and Santos, S.},
title = {TRANSMEDIA STORYTELLING AND MEDIA LITERACY: LEARNING THROUGH HYBRID EXPERIENCES},
series = {13th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2020 Proceedings},
isbn = {978-84-09-24232-0},
issn = {2340-1095},
doi = {10.21125/iceri.2020.1527},
url = {http://dx.doi.org/10.21125/iceri.2020.1527},
publisher = {IATED},
location = {Online Conference},
month = {9-10 November, 2020},
year = {2020},
pages = {7126-7129}}
TY - CONF
AU - I. Amaral AU - R. Basílio Simões AU - S. Santos
TI - TRANSMEDIA STORYTELLING AND MEDIA LITERACY: LEARNING THROUGH HYBRID EXPERIENCES
SN - 978-84-09-24232-0/2340-1095
DO - 10.21125/iceri.2020.1527
PY - 2020
Y1 - 9-10 November, 2020
CI - Online Conference
JO - 13th annual International Conference of Education, Research and Innovation
JA - ICERI2020 Proceedings
SP - 7126
EP - 7129
ER -
I. Amaral, R. Basílio Simões, S. Santos (2020) TRANSMEDIA STORYTELLING AND MEDIA LITERACY: LEARNING THROUGH HYBRID EXPERIENCES, ICERI2020 Proceedings, pp. 7126-7129.
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