Nano-Influencers Edutubers: Perspective of Centennial Generation Families in Spain.

Autor/inn/en	Gil-Quintana, Javier; Vida de León, Emilio; Osuna-Acedo, Sara; Marta-Lazo, Carmen
Titel	Nano-Influencers Edutubers: Perspective of Centennial Generation Families in Spain.
Quelle	In: Media and Communication, 10 (2022) 1, S. 247-258 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2439
DOI	10.17645/mac.v10i1.4760
Schlagwörter	Digitale Medien; Medienkompetenz; Bildungsangebot; Lehrer; Lernen; Lernumgebung; Computerunterstützter Unterricht; Soziale Software; Soziales Netzwerk; Amateur; Informationsverhalten
Abstract	In recent decades, the incipient technological development has generated a radical change in the way people access and transmit knowledge. Educational institutions must have a teaching staff adapted to new forms of consuming information. The purpose of this research is to know the media competence of Spanish teachers, from the perspective of families of schoolchildren in primary education. This analysis is based on the investigation published by 50 renowned international experts in media competence, which revolves around six major dimensions. In our analysis, we focused on the processes of interaction, production, and dissemination of content by teachers on YouTube. A questionnaire has been devised with a sample formed by 1228 families, a personal interview with a sample formed by 20 families, and a comparative analysis of the productions and interaction of amateur teachers on YouTube platform and of recognized "edutubers," as well as the use given to the dissemination of content on social networks. In the results obtained, the profile of a teaching staff that is increasingly disseminating and producing on social networks stands out, becoming content creators through their own YouTube channels, which also proposes tools for an interaction adapted to the centennial generation, using different digital communication tools. Differences were found comparing the three dimensions involved in this analysis, with teachers obtaining more positive evaluations as producers and as interactors in private schools than in subsidized and public schools. Likewise, differences were found between nano-influencers and macro-influencers in the use of aesthetic elements that make up the videos analyzed among the "edutubers."
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2022/3