At present, participatory cultures tend to be seen increasingly as a technologically focused process (Van Dijck, 2013), but rather than talking about media producers and consumers we could see them as interacting participants and each one builds their own personal mythology with resources extracted from the media flow through which they give meaning to their daily lives (Jenkins, Ito & Boyd, 2015)
Convergence doesn’t take place through media devices but occurs inside the brains of individual consumers and through their social interactions with others (Jenkins, 2006). Convergence represents a cultural change, encourages consumers to seek new information and establish connections between dispersed media contents. Collective intelligence can be seen as a new alterative to media power.
One of the phenomena that emerge from these participatory cultures are transmedia narratives (Scolari, 2016). At the most basic level, transmedia stories are stories told through multiple media. The most important stories tend to flow across multiple platforms and media (Wängqvist, M. & Frisén, A. 2016). From the perspective of consumers, cross-media practices promote multi-literacy, which is the ability to interpret comprehensively speeches from different media and languages. The idea is understanding how young people are acquiring transmedia competencies and incorporating these processes into the educational field so that learning becomes a collateral effect of creative production and community collaboration, which is called connected learning (Ito, 2010).
The use of digital technologies has provided an opportunity for the exercise of new forms of social interaction that are currently transforming the functioning and role of formal learning institutions, especially schools and universities (Malone, T. W., Bernstein, M. S., 2015). One of the most important challenges we must face is that all those experiences in which new forms of production, communication and knowledge acquisition are developed, spread and diffused, generated in areas of different nature and origin, have an educational translation and get transformed into integral learning processes (Ito, 2010). Digital media, then, open the door to a new educational paradigm in which learning can take place "anytime, anywhere", a cultural dynamic that has been described in the literature as ubiquitous (Cope & Kalantzis, 2009) and which reminds us that daily life becomes a space for new pedagogies and new learning practices.
The main objetive is to analyze the transmedia storytelling creation process with young college students, within the frame of the participatory culture in a social network, making connections between multimedia content and social community educational proposals.
The topics through which we will examine the creating young people young creatives in the hyperconnected society are:
- Identifying the main signs and characteristics in a designing transmedia storytelling process, whether fictional or non-fictional media universe.
- Examining the role of transmedia narratives and processes of technology mediation in higher education, focused on the analysis of tacit knowledge managament and transfer of learning in a professional social and personal education.
- Exploring the key components in the participatory modeling, creating collective knowledge and their influences in citizenship identity.
Bauman R, (1986): Story, performance, and event: Contextual studies of oral narrative. New York, Cambridge University Press. Briggs, A. and Cobley, P. (2002): The Media: An Introducion. London, Pearson Longman Brockmeier, J. and Carbaugh, D.A. (2001): Narrative and Identity: Studies in Autobiography, Self and Culture. Amsterdam/Philadelphia, John Benjamins Publishing Company. Bruner, J. (2002): Making Stories. Law, Literature, Life. Cambridge, Harvard University Press, Chase, S. E. (2011): “Narrative Inquiry: Still a Field in the Making“ in Denzin, N.K. and Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research. Los Angeles, SAGE Publications Crawley, S.L. (2012): Autoethnography as Feminist Self-Interview in Gubrium, J.F.; Holstein, J.A.; Marvasti, A.M. and McKinney, K.D., The SAGE Handbook of Interview Research. Los Angeles, SAGE Publications. Denzin, N. K. and Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research. Los Angeles, SAGE Publications. Holstein, J.A. and Gubrium, J.F. (1995): The Active Interview. Thousand Oaks, SAGE Publications. Jenkings, H. (2008): Convergence Culture; Where Old and New Media Collide. New York, New York University Press Jenkins, H., Ito, M., Boyd, D. (2015). Participatory Culture in a Networked Era: A conversation on Youth, Learning, Commerce, and Politics. Cambridge, UK: Polity Press. Malone, T. W., Bernstein, M. S. (2015). Handbook of Collective Intelligence. Cambridge, MA: MIT Press Perecman, E. and Curran, S.R. (2006): A Handbook fon Social Science Field Research. Thousand Oaks, SAGE Publications. Scolari, C.A. (2013). Narrativas Transmedia Cuando todos los medios cuentan. Barcelona, Deusto S.A. Ediciones Scolari, C. (2016). Alfabetismo transmedia. Estrategias de aprendizaje informal y competencias mediáticas en la nueva ecología de la comunicación. Telos, 103, 13-23. Wängqvist, M., Frisén, A. (2016). Who am I OnLine? Understanding the meaning of OnLine Contexts for Identity Development. Adolescent Research Review, Volumen 1, Issue 2, 139-152.
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