Publication: El mash-up como recurso educomunicativo para la concienciación social sobre feminismo
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2022
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Universitat Jaume I
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Abstract
El trabajo parte del diseño de una actividad piloto de Flipped Learning basada en el uso del mash-up. A partir del análisis cuantitativo y cualitativo de los resultados recabados se evaluará su potencial eficacia en la promoción de la concienciación social desde las aulas. El planteamiento de dicha propuesta pretende integrar las dinámicas intercreativas que marcan la rutina digital de millennials y centennials para el desarrollo de una metodología de aprendizaje de tipo cooperativo, experiencial y de servicio. En el caso que nos ocupa, se planteó a los estudiantes que indagaran la presencia del feminismo en Internet para la posterior elaboración de un montaje audiovisual original a partir de materiales preexistentes en la red. De este modo, se pretendía desarrollar su competencia creativa como produsuarios, al tiempo que ejercitaban su empatía hacia una realidad concreta con el fin de contribuir a una socialización inclusiva en entornos conectivos. El estudio aporta información de interés sobre la cultura popular digital en relación a la representación actual de la mujer en el imaginario colectivo online y también en lo relativo al modo en que las nuevas generaciones reformulan dichos referentes a través de la lógica apropiacionista presente en las dinámicas socio-comunicativas cotidianas.
The work begins with the design of a pilot activity for Flipped Learning based on the use of the mash-up. From the qualitative and quantitative analysis of the results it will be evaluated the potential effectiveness of this proposal in promoting social awareness from the classrooms. This project looks to integrate the intercreative dynamics that affect the daily digital routines of millennials and centennials into a cooperative, experiential and service-based learning methodology. In our case of study, students were asked to first research feminism on the World Wide Web and then create an original audio-visual montage based on the preexisting materials found online. This stimulates the students’ creative competition as produsers and flexes their empathy towards a concrete reality and inclusive socialization in connective environments. The study contributes relevant information on digital pop culture related to the current representation of women in the online collective imaginary, throwing also some light on how the younger generations are reformulating key aspects of these referents through the appropriationist logic of their daily socio-communicative dynamics.
The work begins with the design of a pilot activity for Flipped Learning based on the use of the mash-up. From the qualitative and quantitative analysis of the results it will be evaluated the potential effectiveness of this proposal in promoting social awareness from the classrooms. This project looks to integrate the intercreative dynamics that affect the daily digital routines of millennials and centennials into a cooperative, experiential and service-based learning methodology. In our case of study, students were asked to first research feminism on the World Wide Web and then create an original audio-visual montage based on the preexisting materials found online. This stimulates the students’ creative competition as produsers and flexes their empathy towards a concrete reality and inclusive socialization in connective environments. The study contributes relevant information on digital pop culture related to the current representation of women in the online collective imaginary, throwing also some light on how the younger generations are reformulating key aspects of these referents through the appropriationist logic of their daily socio-communicative dynamics.
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Alfabetización mediática, Ciberactivismo, Feminismo, Innovación digital, Mash-up, Produsuario, Digital Innovation, Feminism, Media Literacy, Produser
Bibliographic citation
Fernández Castrillo, C., Rogel, C., & Romero Martínez, S. J. (2022). El mash-up como recurso educomunicativo para la concienciación social sobre feminismo. ARTSEDUCA, (32), 177-192.