University Media Competence in Ibero-America: Comparing Professors and Students

What is Media Competence?

According to the research by Romero-Rodríguez, Contreras-Pulido, and Pérez-Rodríguez, media competence involves the critical ability to interpret, create, and responsibly engage with digital and media content. It spans dimensions like language, values, interaction, aesthetics, and production.

Why is it Important?

This article explains that in a society overwhelmed by disinformation and digital oversaturation, university professors and students alike must possess strong media literacy. The main findings indicate that both groups score mostly at medium or basic levels, with no country reaching advanced competence overall.

How is it Applied?

Study Scope and Dimensions

The study evaluated 2,100+ participants across Spain, Portugal, Brazil, and Venezuela using the Ferrés & Piscitelli model. Dimensions included:

• Language

• Technology

• Interaction

• Production and dissemination

• Ideology and values

• Aesthetics

• Plus two for professors: responsible technology use and Web 2.0 knowledge

Key Comparative Insights

• Students outperformed professors in language and production.

• Professors were stronger in interaction, technology, and ideology & values.

• Digital natives were less competent than assumed, especially in critical interaction and value analysis.

• Professors in Brazil scored highest in responsibility and technological use.

Educational Implications

The findings challenge the digital native narrative, revealing that age does not predict competence. The authors urge media literacy training for both groups to counteract “analfanauts”—users who operate technology without critical understanding.

FAQs

Q: Are students more digitally skilled than professors?

This article explains that while students may be faster with tools, professors often show deeper competence in ethical, critical, and communicative dimensions.

Q: What is the biggest gap in media education?

The most significant gaps lie in interaction, ideology/values, and production skills, especially among professors.

Q: How can universities respond?

By integrating transversal media education into all faculties and developing tailored infodiet strategies to address infoxication and fake news.