Academic journal article Journal of New Approaches in Educational Research

Media Literacy through Photography and Participation. A Conceptual Approach

Academic journal article Journal of New Approaches in Educational Research

Media Literacy through Photography and Participation. A Conceptual Approach

Article excerpt


We are living in social massification processes that oppress our identity and specificity as a human group; however, there are tools increasingly present among researchers, educators and other professionals who help to develop interpretations and create knowledge by developing a participatory communication perspective.

This article discusses how communication and learning through dialogue and creative practice can be fostered with social interaction and dialogic processes generated through participatory photography workshops, in order to contribute to media literacy.

Similar to other creative experiences of this kind, this is not only a space to share products, jobs, tips and techniques, but also one for social interaction and communication. Educators in the field of media literacy can find, unprecedented challenges and opportunities in these initiatives to take advantage of the body of knowledge of adolescents and promote learning.



The development of technological innovations is having profound changes in the economic, political, institutional and environmental field leading to lire exploitation of resources and the most needed people, due to the enormous increase in what has been known as Technologies Information and Communication (Masterman, 1993). Processes of social mass that oppress our identity and specificity as a human group that creatively seeks his own alternative collective development as indicated by Pérez (2003, p. 9): "it is about new forms of social control mediated by particular consumption patterns predilection for certain lifestyles or divulgation of stereotyped speeches" and it is in schools, where it is further emphasized, as shown by the studies being conducted for more than twenty years (Buckingham, 2005)

Many of these issues are articulated in the mass media. This calls us to standardization and simplification of lifestyle, especially in their educational and cultural aspects that caused passive and submission / acceptance attitudes. These ideas stigmatize and regard young people as problematic beings in the social imaginary sense, legitimizing certain myths and determining how important it is the way in which society, its various structures and the adult world in general relate to them. (Buckingham, 2005).

Researchers, scientists, educators discussed lire concerns that appear when dealing with lire media and technology in general; however "the media are not ends, and remains lire essential problem of inter-human communication, lire relationship between people" (Montero and Navarro, 2008, p. 169).

In this new digital society, which has created new forms of literacy, the 'ability to learn, to know what to do with what you learn emerges imminently because that capacity of "being socially unequal is linked to social family background, cultural level and education" (Castells, 2001). For tills reason, we need to address literacy if we want to have competent world citizens throughout educational policies that incorporate new dimensions in their designs, "to account for the formation of a subject participating communicationally in the new possibilities" (Phillippi & Avendaño, 2011) policies and practices. According to Aguaded (2005, p.29), "we are entering a new era of knowledge, visual thinking, and that means not only decentralize tiie modes of transmission and circulation of knowledge, but also that today constitute tiie decisive stage of socialization".

It is required; therefore, to devise and design appealing and attractive spaces, participatory methodologies, and provide opportunities to implement a form of digital literacy sensitive to social and cultural representation. Participatory photography presented as such, with tiie intention of contributing to digital literacy and technologically helping youth to question representations and processes break otherness that as members of tiie educational community can also be expressed and integrated, to assert his voice. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.