The Spanish educational legislation, in line with the European context in which we are integrated, proposes the treatment of audiovisual communication not only in specific subjects, but in all subjects of the Curriculum. The meaning of this decision is none other than the need for multi-literacy to satisfy the demands of the time that has come to us (Cope & Kalantzis, 2009). The context in which "Recording Our Europe" has been developed seemed to us the most opportune and adequate to achieve a media and audiovisual literacy among the participating students, especially when it is an objective to be reached in our entire European educational environment.
Without a doubt, the multimodal culture in which we are immersed in this 21st century, poses new challenges in education. We talk about a new literacy , it is not enough now to master traditional literacy in reading and writing (Cope & Kalantzis, 2009). For the citizens of our century, the existence of a world with multimodal communication styles makes it necessary to include other literacies in education. For Area, Gros and García-Quismondo (2008) these new literacies would be: audiovisual literacy for citizens to be competent in the production and analysis of audiovisual language, technological or digital literacy, for the mastery of resources and computer languages and Information literacy for the development of skills in the search, selection and reconstruction of information. These literacies, added to the traditional literacy, form a proposal that would be called multi-literacy, in response to the literacy needs of our century.
Multi-literacy requires a connection between the instructional design and the means used in it. Video since its inception, has proved to be a good medium in the school for audiovisual literacy (Ferrés I Prats, 1988; Nadal Martín & Pérez Celada, 1991;). For the last decade, it has experienced a resurgence in educational contexts thanks to several factors that according to Cabero (2005) are:
Without a doubt, the multimodal culture in which we are immersed in this 21st century, poses new challenges in education. We talk about a new literacy , it is not enough now to master traditional literacy in reading and writing (Cope & Kalantzis, 2009). For the citizens of our century, the existence of a world with multimodal communication styles makes it necessary to include other literacies in education. For Area, Gros and García-Quismondo (2008) these new literacies would be: audiovisual literacy for citizens to be competent in the production and analysis of audiovisual language, technological or digital literacy, for the mastery of resources and computer languages and Information literacy for the development of skills in the search, selection and reconstruction of information. These literacies, added to the traditional literacy, form a proposal that would be called multi-literacy, in response to the literacy needs of our century.
Multi-literacy requires a connection between the instructional design and the means used in it. Video since its inception, has proved to be a good medium in the school for audiovisual literacy (Ferrés I Prats, 1988; Nadal Martín & Pérez Celada, 1991;). For the last decade, it has experienced a resurgence in educational contexts thanks to several factors that according to Cabero (2005) are:
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"The ease of management, cost reduction, wide range of different technologies that can be applied in a school at a reasonable cost, the ease with which both products and videographic processes can be exchanged, the convergence of different technologies at a reasonable cost: still images, natural images, synthetic images, simulations ... Introducing technologies in schools that allow us to perform with comfort and quality, all the stages for the production of a video: design, production, and postproduction; The exchange of elements among teachers for the realization of the elements; and ease of handling, which allows it to be used comfortably by both teachers and students. "
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To pose this multi-literacy in schools, requires a commitment from different educational spheres, but without doubt a key piece is the training of teachers in all these communicative codes of new media. Already in 2011, UNESCO published a curriculum for teachers on media literacy and information literacy, AMI, which would allow them to have a better understanding of the role of the media and information technologies in their own lives and in the life of their students (Wilson, 2012) in order to be the catalysts of this new literacy.
The new variables that condition the use of video in teaching are also related to the possibility of approaching the culture of students currently in the classrooms, millennials or generation Y, and those of generation Z. These two generations are characterized according to Area, Borrás and San Nicolás (2015) because "they invest many hours daily in activities carried out with these machines: browsing the web, having conversations in the networks, having fun, reading and sending electronic mail, downloading files of diverse nature, creating video clips ... They can search for information, communicate with other subjects, obtain resources, play games, download music or movies, publish and exchange photos or videos, etc. "
Already in 2009 the European Union, through its Parliament, recommended to Member States the implementation of a subject called "Media Education" in schools. The OECD (Organization for Economic Co-operation and Development) also decided to include in the review of the PISA report the evaluation of indicators measuring the new digital and audiovisual skills that today's students should possess in a modern, media society. (Aguaded, 2009)
As Sánchez and Sandoval (2012) say: "School must promote and impart media education, family must be involved in all this process, being aware that most people assign values to messages ignoring the dynamics of the environment, the audiovisual language and the intentionality that is hidden behind the contents ".
We are in the age of multi-literacy, understood as "the acquisition and mastery of skills centered on the personal, social and cultural use of multiple tools and languages of representation as social practice, and not only in the instrumental skills of using the different technologies "(Area, Gros & Marzal, 2008: 74).
We are presented with the opportunity to develop, as teachers, "disruptive pedagogies" regarding the digital video medium in order to respond to the new educational challenges that lie ahead in the 21st century regarding multi-literacy.
The new variables that condition the use of video in teaching are also related to the possibility of approaching the culture of students currently in the classrooms, millennials or generation Y, and those of generation Z. These two generations are characterized according to Area, Borrás and San Nicolás (2015) because "they invest many hours daily in activities carried out with these machines: browsing the web, having conversations in the networks, having fun, reading and sending electronic mail, downloading files of diverse nature, creating video clips ... They can search for information, communicate with other subjects, obtain resources, play games, download music or movies, publish and exchange photos or videos, etc. "
Already in 2009 the European Union, through its Parliament, recommended to Member States the implementation of a subject called "Media Education" in schools. The OECD (Organization for Economic Co-operation and Development) also decided to include in the review of the PISA report the evaluation of indicators measuring the new digital and audiovisual skills that today's students should possess in a modern, media society. (Aguaded, 2009)
As Sánchez and Sandoval (2012) say: "School must promote and impart media education, family must be involved in all this process, being aware that most people assign values to messages ignoring the dynamics of the environment, the audiovisual language and the intentionality that is hidden behind the contents ".
We are in the age of multi-literacy, understood as "the acquisition and mastery of skills centered on the personal, social and cultural use of multiple tools and languages of representation as social practice, and not only in the instrumental skills of using the different technologies "(Area, Gros & Marzal, 2008: 74).
We are presented with the opportunity to develop, as teachers, "disruptive pedagogies" regarding the digital video medium in order to respond to the new educational challenges that lie ahead in the 21st century regarding multi-literacy.