Interactive Generation Brazil Research: Children and Teenagers using Computers, TV, Games, and Mobile Phones

Interactive Generation Brazil Research: Children and Teenagers using Computers, TV, Games, and Mobile Phones

Brasilina Passarelli (Escola do Futuro—USP, Brazil) and Alan César Belo Angeluci (Escola do Futuro—USP, Brazil)
DOI: 10.4018/978-1-4666-4562-2.ch013
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Abstract

The contemporary hybridism has led new generations to a connected-based society in which relations among individuals are even more mediated by the arising Information and Communication Technologies (ICT). Some aspects of these mediations need to be deeply understood since new and different usages, habits, and practices with media are being observed among those born since the nineties – the digital natives. Aiming to investigate this context, a study was carried out to better understand how children and teenagers interact with four screens: computers, TV, games, and mobile phones. From a quantitative methodological approach, data was collected using a survey applied in Brazilian schools. A theoretical framework on digital literacy concepts was used as base for two-layer of data analysis on these four media, and the results were organized in five topics that show the main outcomes. They can be the basis of further educational policies grounded in real diagnosis.
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The Contemporary Hybridism: State Of The Art

Understanding media universe and new ways of learning, teaching and producing knowledge in a connected context requires qualitative and quantitative studies regarding the impacts of ICT on contemporary life. Few theoretical frameworks based in the concept of literacy have contributed to the better understanding of this scenario. Considering literacy as a set of social practices (Warschauer, 2003), we have been observed emerging literacies on WEB 2.0 environments that leads to an individual and collective production of network knowledge. These new forms of authorship inspired in digital collectives and others network players in hybrid frontiers collaborate with the formation of a so-called “skin of culture” (Kerckhove, 1997; Castells, 1996; Latour, 2008). So, if in a first stage of the industrial capitalism society the artifacts to transmit knowledge were books and newspapers, in the network society emerging literacies refers to the ability of interact and communicate using ICT, such as TV, games, smartphones and so on. In recognition of this paradigmatic shift, United Nations edited a more expanded and pluralistic definition of literacy, considering that “there are many practices of literacy embedded in different cultural process, personal circumstances and collective structures” (United Nations, 2004). However, the concept has achieved a more ubiquitous sense nowadays; the new network authors are not only required to be able to read, but also interpret, research, do web surfing, and also manage new media languages and tools, such as sending photos or posting text in blogs or social networks (Passarelli & Junqueira, 2012).

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