Publication: Los factores estructurales e intervinientes de la socialización digital juvenil. Una aproximación mediante el método Delphi
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2021
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Universidad Complutense de Madrid
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Abstract
Este artículo valora el peso de diferentes factores sociales sobre los itinerarios juveniles de socialización digital y, en particular, sobre las conductas problemáticas relacionadas con la exposición a entornos digitales. En un primer momento, presentamos un modelo de socialización digital basado en una investigación documental previa (Gordo et al., 2018). El modelo incluye tres tipos de factores: (i) las variables estructurales de “nivel de ingresos” y “nivel de formación”; (ii) variables sociotécnicas, vinculadas al diseño de las plataformas; y (iii) variables intervinientes en el proceso de socialización digital, tales como la “mediación activa” y los “estilos de aprendizaje”. En segundo lugar, presentamos los resultados de un estudio Delphi multipanel diseñado para contrastar el modelo propuesto de socialización digital juvenil (Gordo et al., 2019). Los resultados obtenidos muestran que, en el nuevo contexto de digitalización, las variables intervinientes adquieren mayor importancia que las estructurales en la definición de los itinerarios de socialización digital juvenil. Esto implica que los entornos digitales abren nuevas posibilidades de diferenciación social, relativamente in/dependientes (o codependientes) del nivel de ingresos y estudios. Finalmente, cerramos el artículo con tres conclusiones que pueden ser de utilidad para la implementación de agendas educativas digitales.
The present article assesses the influence of different social factors on youth digital socialization itineraries and, in particular, on the existence of problematic behaviours related to the exposure to digital environments. Firstly, we present a digital socialization model based on previous documentary research (Gordo et al., 2018). The model includes three types of factors: (i) the structural variables of “income level” and “education level”; (ii) sociotechnical variables, linked to the design of digital platforms; and (iii) intervening variables involved in the digital socialization process, such as “active mediation” and “learning styles”. Secondly, we present the results of a multi-panel Delphi study designed to contrast the proposed model of youth digital socialization (Gordo et al., 2019). The results suggest that, in the new digital context, the intervening variables became more relevant than the structural ones in defining youth digital socialization pathways. In the discussion section, we argue that digital environments open up new possibilities for social differentiation that are relatively in/dependent (or co-dependent) of the level of income and education. Based on the findings, we close the article with three proposals for the design of digital educational agendas.
The present article assesses the influence of different social factors on youth digital socialization itineraries and, in particular, on the existence of problematic behaviours related to the exposure to digital environments. Firstly, we present a digital socialization model based on previous documentary research (Gordo et al., 2018). The model includes three types of factors: (i) the structural variables of “income level” and “education level”; (ii) sociotechnical variables, linked to the design of digital platforms; and (iii) intervening variables involved in the digital socialization process, such as “active mediation” and “learning styles”. Secondly, we present the results of a multi-panel Delphi study designed to contrast the proposed model of youth digital socialization (Gordo et al., 2019). The results suggest that, in the new digital context, the intervening variables became more relevant than the structural ones in defining youth digital socialization pathways. In the discussion section, we argue that digital environments open up new possibilities for social differentiation that are relatively in/dependent (or co-dependent) of the level of income and education. Based on the findings, we close the article with three proposals for the design of digital educational agendas.