Alfabetización comunicativa para el desarrollo de la autonomía moralestudio de la competencia mediática en los adolescentes de Lugo (Galicia)

Resumen

Digital communication constitutes one of the most common forms of interaction in the era of technology. Its development is produced within the ecosystem of the media within which the interactivity and speed of data transmission take precedence. Subjects, especially the younger ones spend an average of three hours per day in contact with screens that provide them with knowledge while conditioning their behavior and personality. In this context the development of moral autonomy and media competency constitute the basis on which one is able to focus the integral education of an individual. In this scenario the role of family takes on value and significance. This leads us to include an epigraph in which an interview is given to families in Lugo including men and women with school-age children, in both rural and urban settings. This measure determines the degree of media competency of the adolescents in Lugo from both settings. Amongst the ambitions of this study, based on the results, is the development of programs and activities that aid minors in the development of media autonomy. This study begins with an introduction chapter that includes a theoretical framework composed of six sections to which a second chapter, referred to as the design and procedure of the study is added as well as the subsequent analysis of the results. The discussion of the results, conclusions and prospective research is included in a fourth chapter. Furthermore, this dissertation contains a series of appendices that complement the understanding and development of this study. The first chapter defines the theoretical framework alluding to the concept of citizenship within the context of an information society where mediatized information is presented. In this respect communication takes on a special value, so does the recipient of this communication who goes beyond merely hearing the information; they themselves must become �prosumers� (new terminology that makes reference to consumers who actually produce). All of this should be regulated and legislated not only by means of enforcement but also by ethics. The omnipresence of screens requires the development of a critical eye, posing a challenge to education. Among the most common disadvantages lies the development of media autonomy in part because the population at whole ascribes to low levels of moral development. The extent that critical awareness leads to critical thinking is supported. For adolescents, the confines of this assumption constitute one of the main challenges. Their attainment is expected through the contribution of family, social, academic and media factors and is directly linked with communication literacy. This is an area of concern today, and has been since the last decade of the 20th century. Competency-based training and learning constitute one of the principal challenges that the institution of education faces. In the situation described, media competency is proposed as an engine of the subject�s autonomous development, especially for the younger subjects. This fact justifies the analysis of this sample on a national level as well as within Galicia; the area in which the data analyzed in this study is circumscribed. Subsequently the applicability of real world practices that contribute to the development of media literacy among this group is analyzed. This study continues with an analysis of the academic curriculums for both secondary school and the A Levels (the groups that the collected data refer to). Before analyzing the data, the presence of audiovisual material in the curriculum of the aforementioned levels is discussed as well as curricular potentials. From this, a number of shortcomings are described and a series of proposals is postulated that, in the future, could serve to implement the development of media autonomy of both minors and their parents. The second part addresses the study�s design and development starting with its justification and the relevance of the nature of this study in which it is delimited as well as its stages. The methodology is an important component that precedes the description of the instruments used in this study: a questionnaire and focus group. The analysis and discussion of the results are included in the last two sections of this study where they include not only a description but also a number of suggestions to improve on what the continuity and validity of the study imply.