La participación del público en la era digital: una propuesta para la formación de los estudiantes en alfabetizaciones multimodales a partir de vídeos de difusión de la investigación en YouTube

Carolina Girón-García; Edgar Bernad-Mechó

doi:10.30827/portalin.vi41.27732

Autores/as

Carolina Girón-García Universitat Jaume I https://orcid.org/0000-0002-2377-4039
Edgar Bernad-Mechó Universitat Jaume I https://orcid.org/0000-0002-7271-7735

DOI:

https://doi.org/10.30827/portalin.vi41.27732

Palabras clave:

Vídeos de divulgación científica de YouTube, estrategias de implicación, géneros digitales, alfabetización multimodal, análisis del discurso multimodal

Resumen

La difusión de la ciencia a través de vídeos en línea se ha convertido en una habilidad esencial tanto para los investigadores como para los estudiantes. Aprender el lenguaje de los vídeos de divulgación científica implica algo más que comprender su naturaleza lingüística. Estos vídeos están compuestos por complejas interacciones multimodales que contribuyen a la participación de sus espectadores. Se pueden introducir materiales auténticos (vídeos de YouTube) en el aula de inglés con fines específicos (ESP) para reflexionar sobre el uso multimodal de la divulgación científica y su papel para mejorar el compromiso. El estudio pretende: (1) reflexionar sobre las características multimodales de estos vídeos para definir mejor el género y el uso de las estrategias de implicación; y (2) debatir sobre las posibles implicaciones que estas estrategias de participación pueden tener para la formación en alfabetización multimodal. Para ello, analizamos multimodalmente tres vídeos de difusión de la investigación en YouTube. En primer lugar, se seleccionó una serie de fragmentos ricos. En segundo lugar, se examinaron estos fragmentos mediante el Multimodal Analysis – Video. Los resultados contribuyen a definir multimodalmente este género como un género novedoso y son significativos para comprender sus posibilidades multimodales.

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Biografía del autor/a

Carolina Girón-García, Universitat Jaume I

Lecturer at Universitat Jaume I (Spain). Her research interests concern autonomy in language learning, EFL and ESP teaching and learning through ICTs, as well as the analysis and application of different types of discourse (ie., academic and professional) in English, especially from a multimodal perspective.

Edgar Bernad-Mechó, Universitat Jaume I

Assistant Professor at Universitat Jaume I, Spain. He specializes in the study of metadiscourse and multimodality in academic and digital contexts. His latest publications include a paper in Journal of English for Academic Purposes, a methodological article approaching the multimodal analysis of lectures in Atlantis, and the co-edition of a special issue on multimodality for Ibérica.

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FUNDING INFORMATION

This study is encompassed within a research project funded by the Ministerio de Ciencia, Innovación y Universidades, Spain (Ref: PID2021-127827NB-I00) and entitled Cybergenres and English as a Medium of Instruction. Multimodal analysis of digital academic genres and their pedagogical implications in Higher Education EMI contexts; a research project funded by Generalitat Valenciana – Conselleria d’Innovació, Universitats, Ciència i Societat Digital (Ref: CIAICO/2021/069) entitled Análisis y descripción de la naturaleza multimodal y multimedial de los géneros académicos en la educación superior. La comunicación académica digital en inglés; and a research Project funded by Pla de Promoció de la Investigació a l’UJI (Ref. UJI-2023-07) and entitled Análisis multimodal de los géneros académicos digitales en contextos de inglés como lengua de especialidad: descripción y aplicación pedagógica en la docencia universitaria.