Media literacy in childhood and the role of family practices: a case study in primary education in Andalusia
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Abstract
Introduction: This study examines how informal family mediation practices influence the information consumption and critical thinking development of primary school students in Andalusia. Methodology: Within a hyperconnected context of early digital exposure, the research employs a mixed-methods approach through a case study in six schools, involving 790 students and focus group discussions. Results: Quantitative findings reveal that most students access news through the internet, while traditional media such as television or radio play a diminishing role. Families tend to offer weak mediation: they rarely discuss current events with their children, and parental controls focus mainly on limiting screen time rather than fostering critical engagement. Qualitatively, students display passive media consumption, limited interest in current affairs, and low levels of media literacy. Discussion: Findings reveal early, fragmented digital consumption with limited adult mediation, which constrains critical media literacy and reinforces passive practices in the face of informational overexposure. Conclusions: The study concludes that there is a disconnection between intensive technology use and students' critical media skills. It highlights the need for greater family involvement in active mediation and calls for educational policies that integrate media literacy from early stages. Strengthening the collaboration between schools and families is essential to help children navigate the risks and opportunities of the digital age.
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