Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The Service-Learning methodology enables students to apply theoretical knowledge in a real context, through the satisfaction of a need indicated by the community, where teachers guide the learning of the students. However, given the quarantine restrictions resulting from the COVID-19 pandemic, the Service-Learning activities of a School of Nutrition and Dietetics in Santiago, Chile were implemented remotely. The main objective of this study was to determine the perception of the Learning and Service experience in distance modality from the perspective of students and beneficiaries of a Chilean University during the 2020 academic year. This is quantitative research with a descriptive, cross-sectional, non-probabilistic convenience design. The sample consisted of 56 students and 28 beneficiaries from Santiago de Chile. To describe the perception of the experience, a survey developed and validated for this study was applied. Our results indicate that more than 50% of students and beneficiaries positively valued the activities in distance mode. The beneficiaries rated the experience with a higher grade than the students (Mbeneficiaries= 4.64 against Mstudents= 4.50; p = .321). In conclusion, the Service-Learning methodology in distance modality was well valued by the participants, being an implementation option.

The present work arises from a teaching interest in contributing to the reading and literary training of students who have not experienced favorable conditions for approaching reading in their social context, as well as from a research interest in knowing the impact of an educational intervention focused on the promotion of reading for this student profile. In that context, a case study is presented with the objective of characterizing the motivation to read (in its dimensions of reading self-image and the value attributed to reading) of high school students before and after taking a literary program focused on the promotion of reading. The sample corresponds to twenty-three 10th grade students of a highly vulnerable institution in Colombia. The data were constructed during the 2019 academic year through a mixed approach, applying a questionnaire and an interview that make up the Adolescent Motivation to Read Profile test (Pitcher et al., 2007). The results show an improvement trend in the students' motivation to read, although it is highlighted that this trend is more emphasized in the value attributed to reading than in the reading self-image. Finally, the interest of the results is discussed to think about educational actions focused on promoting reading in highly vulnerable educational contexts.

Scientific misinformation has grown during the Covid-19 pandemic. To reduce the impact of false information, serious games are emerging that aim to make young people media and digitally literate through gamification. The main objective of this work is to analyze the potential of the edugame Go Viral! based on its journalistic quality and the design of the edugame to detect what advantages its implementation in the classroom can bring. The methodology used is based on a discursive and content analysis used in the study of other newsgames. The results indicate that this game, based on psychological inoculation, effectively allows the user to know how misinformation is created in networks, how it is increased by echo chambers and what tools are necessary to create a network community from the point of view of from the disinformer's point of view, thanks to the transmission of data, contextualization, awareness, interaction and stimulation to action. Although its journalistic quality is limited; the content, the architecture and the design indicate advantages that favor the reduction of disinformation noise as mechanisms to bury the echo chambers created in social networks. Although it cannot be presented as a single effective vehicle to combat scientific misinformation, it can become a valid instrument alongside others such as awareness campaigns, educational resources launched by institutions and the regulation of digital platforms.

The Frente Amplio governments in Uruguay promoted communication policies that reduced the weight of the large private media conglomerates and legally recognized new players. Although other South American leftist governments did the same at the beginning of the 21st century, the Uruguayan particularity is that this took place without public confrontation between the government and media companies. This article explores how this atypical combination was possible. It explores communication policies between 2005 and 2015 through a process-tracing strategy focusing on the interactions between the actors involved. In the analyzed decade, governments negotiated their media appearances in ways they considered convenient and media conglomerates, which perceived themselves as weaker than the government, managed to negotiate regulation policies and preserve part of the status quo. Faced with this panorama, neither of the two actors sought to break the relationship. However, there was a third actor: the Frente Amplio, the ruling party, which from its central position, atypical for South America, played a defining role in communication policies. First, during the government of Tabaré Vázquez (2005-2010), and against the president›s will, it acted as a veto player to prevent the entry of large media conglomerates in telecommunications and to protect Antel, the leading state-owned company in telephone and internet services. Second, it was the driving force behind a law for audiovisual communication services, which, although it did not have a clear impetus from President José Mujica (2010-2015), was approved by his government.

Las tecnologías de la información y la comunicación han supuesto en las últimas décadas importantes transformaciones sociales y culturales, cambios en los usos y consumos mediáticos. Además de plantear la inexcusable necesidad de alfabetización mediática e informacional, han abierto nuevas oportunidades en el acceso a la información y como medios de expresión. Sin embargo, las TIC también han generado brechas en contextos sociales, culturales y económicos caracterizados por constantes luchas, incertidumbres y crecientes desigualdades. Para formar ciudadanos críticos y responsables en el uso, consumo y apropiación mediática, aprovechar las oportunidades que ofrecen los nuevos medios, y promover desde la educación modelos de sociedad más justos e igualitarios, el papel del profesorado resulta clave. Por ello analizamos y reflexionamos cuáles son sus principales roles y tareas en procesos de alfabetización mediática desde una perspectiva pedagógica crítica. Este enfoque permite avanzar en los nuevos procesos alfabetizadores y contribuir en la construcción de sociedades más democráticas y participativas. Se utiliza una metodología de trabajo cualitativa. Para bosquejar los roles y tareas del profesorado se realiza un análisis teórico desde la intersección de la comunicación y la educación -Educomunicación-, con el aporte fundamental de la pedagogía crítica. Este enfoque posibilita caracterizar la praxis de un educador crítico. Como resultado, se identifican los principales roles del profesorado: co-productor creador, guía de los procesos reflexivos, facilitador de diálogos e intelectual transformador. Para ejemplificar los elementos identificados en el plano teórico se analizan brevemente dos casos prácticos: una productora audiovisual escolar y un festival de cine educativo.

During the COVID-19 pandemic, there was a forced transition to the virtuality of face-to-face training proposals from universities. But what happened in those higher education careers that already had a distance modality? What lessons learned does the pandemic leave in the subjects that have already been developed online, mediated by digital technologies? In search of answers to these questions, a paradigmatic case study was completed: a distance career with a helping profile, accredited by a private Argentine university. The research covered two phases: exploration and description, arriving at a categorization that dialogues with concepts of the theoretical framework. The data obtained reveals the installation of videoconference as a common practice in traditionally asynchronous spaces. The conclusions highlight the relationship of the categories: social presence and personalization, with the situation of synchrony associated with presence. Everything seems to indicate that the return to normality does not constitute a return to the previous situation, but rather an opening to a transformative process that consolidates synchrony as a common practice in distance learning modality, and that causes —in terms of De Alba (2021)— a structural dislocation whose derivations must be mapped to broaden the understanding of the phenomenon.

El siguiente artículo presenta los resultados de un análisis de las plataformas de streaming de video independientes que están disponibles en México. El objetivo es identificar su función socio-cultural y económica así como los retos a los que se enfrentan. Para ello se creó un directorio de plataformas que permitió obtener estadísticas originales y que fue la base para realizar una investigación cualitativa sustentada en el análisis temático de documentos como páginas web de las plataformas y reportes periodísticos con testimonios de los responsables de las plataformas. El estudio se apoyó además en entrevistas originales a gestores de plataformas, productores y distribuidores audiovisuales. Se encontró que dentro de las funciones de las plataformas independientes están democratizar la distribución audiovisual y retornar ingresos justos a sus creadores así como ofrecer un contenido diverso y resguardarlo. Sin embargo, en el entorno actual de concentración del mercado por parte de las grandes plataformas, las independientes se enfrentan a retos para capitalizarse, promoverse y tener un piso parejo de competencia económica dentro del subsector del streaming de video. Con el fin de abordar dichos retos, el artículo sugiere líneas generales en las que futuras investigaciones académicas y la gestión pública puedan contribuir para fomentar el desarrollo de las plataformas independientes.

Este article té com a objectiu realitzar una aproximació a la comunitat estètica online denominada Dark Academia, prenent el film Dead Poets Society (Peter Weir, 1989) com a objecte estètic. Durant els últims anys, les aesthetics, enteses com a comunitats o subcultures, s'han anat popularitzant en les xarxes socials, convertint-se en un focus de fuga durant la pandèmia. Nombrosos han sigut els elements o les pràctiques preses per a donar forma a l'imaginari visual, per la qual cosa, en este article examinarem un dels seus films essencials. Partint de diversos suggeriments teòrics entorn del concepte d'atmosfera, analitzarem el film amb la intenció de descobrir els aspectes que impregnen la Dark Academia.

Teenagers are particularly vulnerable to disinformation strategies. For this reason, more and more organisations and media outlets are committed to media literacy projects aimed at fostering critical thinking among the new generations. This research analyses “Is this legit?” by MediaWise (Poynter), a viral video verification project created by and for teenagers. Specifically, an analysis of the content published from its creation in January 2021 to January 2022 is carried out in order to identify: (1) the subject matter and focus of the videos, (2) the information disorders analysed and (3) the verification techniques used. The results show that, in general terms, the videos focus on reverse image search techniques, keyword search, confrontation with reliable sources and general indicators such as date, location or source of origin. In terms of information disruption, misleading, false and fabricated content stand out. In addition, all the videos share a number of common characteristics: they are short videos, use short shots looking at the camera and include screenshots to illustrate the techniques used in the verification processes.

Aquest article té com a objectiu explorar la constitució dels personatges de Si te dicen que caí (1973) de Juan Marsé des d'una postura integradora que combina postulats sobre el cos i el nom propi amb principis de la "biopoética". Si la identitat és una construcció dependent de les relacions de poder on entren en joc la singularitat corporal i lingüística, els ambients biopolítics, com la dictadura franquista, poden arribar a produir la seva dissolució i, fins i tot, la seva negació. La manera en què en la novel·la s'entreteixeixen els trets corporals, difusos i inestables, i els noms propis, que poden llegir-se com "hiposignos" per la seva falta de consistència i regularitat, s'interpreten com la manera en què l'autor (re)crea el entorn biopolític de la postguerra en què s'emmarca l'obra.