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Introducción: En la última década un fantasma ha recorrido los estudios de comunicación: lasnarrativas transmedia (transmedia storytelling). Nacida en el ámbito de la investigación sobre losnuevos modelos narrativos participativos, la cualidad de transmedia no tardó en convertirse en unflexible adjetivo que se adhirió a infinidad de sustantivos (ficción transmedia, periodismo transmedia, etc.). En este contexto no tardaron en aparecer experiencias o referencias teóricas a la educacióntransmedia. Metodología: El presente artículo repasa y reflexiona sobre estos conceptos para evitarabusos semánticos y avanza en una caracterización de las posibles aplicaciones de las lógicas de lasnarrativas transmedia a los procesos de aprendizaje. Para ello, se analiza un estudio de caso basado enuna experiencia de lecto-escritura llevado a cabo en un centro de educación secundaria de Barcelona.Este análisis se ubica en el cruce entre educación, medios, narrativa y culturas participativas.Resultados y conclusiones: La intervención resultó posible y deseable para el aprendizaje y creó unadisposición positiva hacia la narrativa.

L’article contextualitza l’origen, gènesi i ús en l’àmbit educatiu de les narratives transmedia, així com els reptes i limitacions que té la seva aplicació en els processos d’ensenyament i aprenentatge. Per donar resposta als reptes, en aquest article, es presenta el transmedia contentelling: una lògica transmedia que no té una història a desplegar, sinó continguts. Es contextualitza els orígens d’aquesta lògica transmedia, la seva definició inicial, i s’elabora una proposta alternativa de definició. S’estableixen quines diferències es poden identificar entre aquesta lògica i d’altres, així com els beneficis i limitacions de decidir emprar el transmedia contentelling per sobre d’una de les altres lògiques transmedia, especialment en relació amb el transmedia storytelling. Per últim, i en perspectiva de futur, es valora quina aportació pot generar el transmedia contentelling, i a quins reptes pot ajudar a donar resposta dins del transmedia en l’àmbit educatiu. The article contextualizes the origin, genesis and use in the educational field of transmedia narratives, as well as the challenges and limitations of their application in teaching and learning processes. To respond to the challenges, in this article, transmedia contentelling is presented: a transmedia logic that does not have a story to unfold, but content. The origins of this transmedia logic are contextualized, its initial definition, and an alternative definition proposal is developed. It is established which differences can be identified between this logic and others, as well as the benefits and limitations of deciding to use transmedia contentelling over other transmedia logics, especially in relation to transmedia storytelling. Finally, and with a future perspective, it is assessed what contribution transmedia contentelling can generate, and what challenges it can help to respond to within transmedia in the educational field. El artículo contextualiza el origen, génesis y uso en el ámbito educativo de las narrativas transmedia, así como los retos y limitaciones que tiene su aplicación en los procesos de enseñanza y aprendizaje. Para dar respuesta a los retos, en este artículo, se presenta el transmedia contentelling: una lógica transmedia que no tiene una historia a desplegar, sino contenidos. Se contextualiza los orígenes de esta lógica transmedia, su definición inicial, y se elabora una propuesta alternativa de definición. Se establecen qué diferencias se pueden identificar entre esta lógica y otros, así como los beneficios y limitaciones de decidir emplear el transmedia contentelling por encima de una de las otras lógicas transmedia, especialmente en relación con el transmedia storytelling. Por último, y en perspectiva de futuro, se valora qué aportación puede generar el transmedia contentelling, y a qué retos puede ayudar a dar respuesta dentro del transmedia en el ámbito educativo.

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception –‘transmedia literacy’– that moves from traditional media literacy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme.

Introducción: La relación entre la educación y las narrativas transmediáticas ha atravesado caminos diversos, a partir de criterios como el género, la procedencia, la temporalidad y el nivel educativo observado. La presente investigación pretende contribuir a la comprensión de las narrativas transmediáticas desde su inclusión en la Educación Superior a ambos lados del Atlántico. Metodología: Se ha diseñado, validado y conducido una entrevista dirigida a 21 directores académicos y expertos en el ámbito de las comunicaciones y los medios interactivos en la Educación Superior de América Latina, España y Portugal. Resultados: Los hallazgos plantean un mapa del transmedia storytelling en el espacio de la universidad desde la observación de sus recursos humanos y materiales, con relevantes discusiones terminológicas y conceptuales y, en consecuencia, con un impacto en la instrumentalización de las mismas en la praxis. Discusión y conclusiones: Se constata un avance progresivo en la presencia del transmedia storytelling en los currículos universitarios y un vacío, señalado por parte de los docentes, con respecto a las iniciativas de capacitación concretas dirigidas hacia ellos como profesores e investigadores por parte de los centros de estudio.

UTOPIAS AND ALTERNATIVE UNIVERSES IN MULTIMEDIA, CROSSMEDIA AND TRANSMEDIA (FREEDOM, RESPONSIBILITY, SECURITY, WELL-BEING)This article deals with both the relationship between multimedia, crossmedia and transmedia, and the significance of values such as freedom, responsibility, security and wellbeing in contemporary media discourse. It explores how the media often distorts and manipulates the truth.

This article is a research that proposes the use of narrative-transmedia pedagogy as an innovative approach to learning for adolescents in conflict with the law, creating opportunities for them to develop skills that will enable them to build their future. From the perspective that institutions destined for internment should not be spaces of seclusion, punishment and violence, but need to become educational units, part of the finding of the insufficiency and inadequacy of the current educational system, which does not take into account the reality, the subjectivity and the interests of adolescents, nor does it contemplate prospects for their future after the admission. Based on constructivist assumptions, it presents a systematic review of the literature on transversal forms of care for adolescents undergoing socio-educational internment measures with themes related to transmedia storytelling or systemic design. In the end, it proposes the use of transmedia pedagogy through the characteristics that allow a real protagonism and engagement of adolescents, as well as the continuity of the learning process beyond the time of internment, respecting their condition as subjects in development. Este artigo trata de pesquisa que propõe o uso da pedagogia narrativo-transmidiática como uma abordagem inovadora para a aprendizagem de adolescentes em conflito com a lei, criando oportunidades para que desenvolvam competências que os habilitem a construir seu futuro. Na perspectiva de que as instituições destinadas à internação não devem ser espaços de reclusão, punição e violência, mas precisam se tornar unidades educacionais, parte da constatação da insuficiência e inadequação do atual sistema educacional, que não leva em consideração a realidade, a subjetividade e os interesses dos adolescentes, nem tampouco contempla perspectivas para seu futuro após a internação. Com base em pressupostos construtivistas, apresenta revisão sistemática de literatura sobre formas transversais de atendimento de adolescentes em cumprimento de medida socioeducativa de internação com temas relacionados à transmedia storytelling(narrativa transmídia) ou ao designsistêmico. Ao final, propõe o uso da pedagogia transmidiática pelas características que possibilitam um real protagonismo e engajamento dos adolescentes, bem como a continuidade do processo de aprendizagem para além do tempo da internação, respeitando sua condição de sujeito em desenvolvimento. Este artículo trata de una investigación que propone el uso de la pedagogía narrativa-transmedia como un enfoque innovador para el aprendizaje de adolescentes en conflicto con la ley, creando oportunidades para que desarrollen habilidades que les permitan construir su futuro. Desde la perspectiva de que las instituciones destinadas al internamiento no deben ser espacios de reclusión, castigo y violencia, sino que necesitan convertirse en unidades educativas, parte del hallazgo de la insuficiencia e inadecuación del sistema educativo actual, que no tiene en cuenta la realidad, la subjetividad y los intereses de los adolescentes, ni contempla las perspectivas de su futuro después de la hospitalización. Basado en presupuestos constructivistas, presenta una revisión sistemática de la literatura sobre formas transversales de atención a adolescentes en internamiento socioeducativo con temas relacionados con la narración transmedia (narrativa transmedia) o el diseño sistémico. Al final, propone el uso de la pedagogía transmedia por las características que permiten un real protagonismo y compromiso de los adolescentes, así como la continuidad del proceso de aprendizaje más allá del tiempo de hospitalización, respetando su condición de sujetos en desarrollo.

The ’90s Generation (in Indonesian: Generasi 90an, 2013) by Marchella FP series is a popular collection of books and transmedia products that utilize transmedia storytelling strategies. These products encompass the visual culture of nostalgia from the Indonesian 1990s Generation, employing fluxus visualization techniques and pop art illustrations. This study explores the practical application of transmedia storytelling strategies in reinventing nostalgia and creative world building within the ’90s Generation popular series. The findings reveal three key aspects of the praxis: 1) the particularization and parallelization of the storyworlds in the ’90s Generation series; 2) character immobility transitions in colossal inventory; 3) the escapism pseudo-compartment and remedial audiences to attract larger and more diverse audiences and comprehensive capitals.

The emergence of new media, devices, narratives and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new conception – ‘transmedia literacy’ – that moves from traditional media literacy to informal learning and participatory cultures practices, the research program behind the present article tries to understand how new generations are doing things with media outside schools and how they learnt to do the things they do. The article begins by describing the transformations of media literacy in recent years as a consequence of the mutations of the media ecology and, in that context, proposes a methodological approachfor analysing the acquisition of transmedia skills in informal learning environments by teens. The article describes, analyses and evaluates the development and initial implementation of this methodology working with teenagers in a high-school in NAME CITY. It ends with a Research Kit that includes surveys, creative workshops, interactive interviews and media diaries with teens between 12-18 years old. The article also describes the evolution of this methodological approach from its original formulation to the evaluation of the model after it was tested, and reflects on the possibilities of developing specific research devices to be applied in transnational research.

Smartphones and WhatsApp are, respectively, the medium and application that Spanish teenagers most want. However, research into the use of WhatsApp is still quantitatively and qualitatively limited. In addition, little research has been carried out regarding its impact on the development of transmedia skills and informal learning strategies outside the classroom. This article aims to expand the knowledge on teenagers’ motivations and their development of transmedia skills and informal learning strategies in relation to their use of WhatsApp. Specifically, a qualitative analysis of data gathered from workshops, interviews, and media diaries is applied as part of a case study methodology involving teenagers from 10 schools located in five different Spanish regions. The results reveal the new WhatsApp uses teenagers are applying in their daily lives as well as the skills and strategies they are developing through said uses in the context of interpersonal and group (WhatsApp groups) interactions: on one hand, production, social, content, and individual management skills, and on the other hand, learning by doing, teaching, and evaluating strategies.

Leveraging artificial intelligence (AI)-driven apps for health education and promotion can help in the accomplishment of several United Nations sustainable development goals. SnehAI, developed by the Population Foundation of India, is the first Hinglish (Hindi + English) AI chatbot, deliberately designed for social and behavioral changes in India. It provides a private, nonjudgmental, and safe space to spur conversations about taboo topics (such as safe sex and family planning) and offers accurate, relatable, and trustworthy information and resources. This study aims to use the Gibson theory of affordances to examine SnehAI and offer scholarly guidance on how AI chatbots can be used to educate adolescents and young adults, promote sexual and reproductive health, and advocate for the health entitlements of women and girls in India. We adopted an instrumental case study approach that allowed us to explore SnehAI from the perspectives of technology design, program implementation, and user engagement. We also used a mix of qualitative insights and quantitative analytics data to triangulate our findings. SnehAI demonstrated strong evidence across fifteen functional affordances: accessibility, multimodality, nonlinearity, compellability, queriosity, editability, visibility, interactivity, customizability, trackability, scalability, glocalizability, inclusivity, connectivity, and actionability. SnehAI also effectively engaged its users, especially young men, with 8.2 million messages exchanged across a 5-month period. Almost half of the incoming user messages were texts of deeply personal questions and concerns about sexual and reproductive health, as well as allied topics. Overall, SnehAI successfully presented itself as a trusted friend and mentor; the curated content was both entertaining and educational, and the natural language processing system worked effectively to personalize the chatbot response and optimize user experience. SnehAI represents an innovative, engaging, and educational intervention that enables vulnerable and hard-to-reach population groups to talk and learn about sensitive and important issues. SnehAI is a powerful testimonial of the vital potential that lies in AI technologies for social good.