La ¿mala? educación: alfabetización audiovisual y personajes LGBTIQ+en la divulgación de Pedro Almodóvar en TikTok

• Javier Acevedo Nieto ^[1] ; María Marcos Ramos ^[1]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: Educación y sociedad: claves interdisciplinares / coord. por Delfín Ortega Sánchez, Alexander López Padrón, 2023, ISBN 978-84-10054-35-6, págs. 29-39
• Idioma: español
• Títulos paralelos:
  • Bad? education: media literacy and LGBTIQ+ characters in PedroAlmodóvar’s TikTok outreach
• Enlaces
  • Texto Completo Libro
• Resumen

  • The study of the representation of LGBTIQ+ characters in Spanish fiction has shown that there isan underrepresentation of this group (Marcos Ramos, 2023). Despite this, the hashtag #almodovar shows anactive virtual community on TikTok that reacts to the director’s films with media messages based on the expression of vulnerability as an identity empowerment value (Riche, 2017). The article analyzes the importanceof values such as vulnerability in the study of the study of media reception, manifested mainly in messagesthat take the format of the self that adopt the format of autoethnography, key to understanding the importanceof fanfic (Ellis and Bochet, 2017). of fanfic (Ellis and Bochner, 2011; Tullis, 2016). These messages reflect anupdating of the concept of fanfiction due to the acceleration of the interconnectedness of media (Jenkins, 2013)and the configuration of decoded transmedia transmedia media experiences decoded by fans from acts of affect(Jarrett, 2015). (Jarrett, 2015). The media reception of the hashtag #almodovar on TikTok facilitates the delimitation of the processes of codification and audiovisual literacy (use of cyberlanguage). (use of cyberlanguage,affectivity as a pragmatic value, etc.) in contemporary fan communities. in contemporary fan communities. Ithas been observed how the communal communal practices of an LGBTIQ+ audience make up virtual communities where the identification with fiction generates not only engagement, but also spaces for heterotopiansocialization spaces of heterotopia (Miller, 2015) or difference.