Análisis Comparativo de la Agenda Informativa Venezolana Como Estrategia Didáctica para la Alfabetización Mediática
Comparative Analysis of the Venezuelan News Agenda as a Teaching Strategy for Media Literary
Abstract
In contemporary societies, the media significantly influence the construction of social reality by establishing informational hierarchies and defining issues of public interest. In this context, the press represents a privileged space to observe the processes of selection, prioritization, and representation of events that shape the media agenda. The purpose of this article is to analyze the Venezuelan press’s informative agenda from an educational perspective, framing the analysis of newspaper front pages as a didactic strategy aimed at fostering critical thinking and media literacy in university students. Methodologically, a qualitative approach based on content analysis is adopted to identify informational priorities, criteria of hierarchy, and discursive strategies present on the front pages of selected newspapers. From an educational standpoint, the systematic analysis of the media agenda is argued to enhance students’ analytical, interpretative, and reflective competencies. Moreover, front page analysis is highlighted as a relevant pedagogical resource to strengthen media education processes, encouraging a critical understanding of news treatment and the mechanisms through which media construct meanings about social and political reality.
Downloads
References
Buckingham, D. (2022). The media education manifesto [El manifiesto de la educación mediática]. Polity Press.
D’Angelo, P., & Kuypers, J. A. (2022). Doing news framing analysis II: Empirical and theoretical perspectives [Análisis del encuadre informativo II: Perspectivas empíricas y teóricas]. Routledge.
Hobbs, R., & Mihailidis, P. (2022). Media literacy in action: Questioning the media [Alfabetización mediática en acción: cuestionando los medios de comunicación]. Rowman & Littlefield.
Kellner, D., & Share, J. (2020). The critical media literacy guide: Engaging media and transforming education [La guía de alfabetización mediática crítica: cómo involucrar a los medios y transformar la educación]. Brill Sense.
https://doi.org/10.1163/9789004404533
Livingstone, S. (2021). Media literacy for all [Alfabetización mediática para todos]. Polity Press.
McCombs, M. (2021). Setting the agenda: Mass media and public opinion [Marcando la agenda: Los medios de comunicación y la opinión pública] (3a ed.). Polity Press.
McDougall, J., Potter, J., & Jensen, A. (2021). The media literacy handbook [El manual de alfabetización mediática]. Routledge.
Silverblatt, A. (2021). Media literacy: Keys to interpreting media messages [Alfabetización mediática: Claves para interpretar los mensajes de los medios] (5a ed.). Praeger.
Saez, V. (2022). Las búsquedas de información como contenido de la Educación Mediática. Revista de Estudios y Experiencias en Educación, 21(46), 155-170.
https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-51622022000200155
UNESCO. (2021). Media and Information Literacy Curriculum - E-version [Currículo de Alfabetización Mediática e Informacional - Versión electrónica]. UNESCO. https://www.unesco.org/mil4teachers/en/curriculum-framework/about-curriculum
UNESCO. (2023). Global education monitoring report: Technology in education. UNESCO. https://www.unesco.org/gem-report/en/publication/technology
Vos, T. P., & Thomas, R. J. (2018). The discursive construction of journalistic authority in a post truth age [La construcción discursiva de la autoridad periodística en la era de la posverdad]. Journalism Studies, 19, 2001-2010.
