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Recent anti‐LGBTQ+ discourse has increased the threat of violence against people who do not follow the cisheteronormative mandates. To face these dialectics, the media can offer alternative discourses, in particular by providing realistic and non‐stereotyped LGBTQ+ representations. Media portrayals can be seen as both positive and negative. On one hand, they may offer stereotypical and narrow representations, but on the other, they can include representations that can become aspirational models and improve visibility. The objective of this article is to explore this second perspective by analyzing the representation of Jules, a trans female character from the American series Euphoria (Levinson et al., 2019-present). To this end, we conducted a close reading analysis (Castelló, 2008) of the first season of the series. The results show three axes of representation that move away from the traditional portrayal of trans characters: (a) a narrative that moves beyond the "trans fact" and presents complex and plural stories, (b) a representation of the trans individual as an element of value and love, away from fetishism, and (c) a link between the trans realm and specific spaces of comfort and freedom.

This study was carried out in three Iberian-American countries, Colombia, Spain and Venezuela, to identify the stereotypes of love and gender professed among youth and compare them to those they prefer in television fiction series, i.e., those able to influence their identities and values. From an interdisciplinary perspective, the study involved a survey of 485 first-year university students, and a qualitative analysis of the media representations preferred by them. The results showed a preference for "amor ludens", based on enjoyment and the present moment, and a gap between the cognitive and emotional spheres of some youth who consider themselves distant from stereotypical, heteronormative and patriarchal models, but who choose media representations that match these models and the traditional gender portrayals.

Based on the qualitative analysis of data from workshops and interviews with teenagers from eight countries, this article aims to determine the degrees of productive, narrative, and aesthetic knowledge that teenagers put into practice when they create their media contents. From a theoretical framework that links teens, informal learning environments, and participatory cultures, the findings point toward three types of teenage produsers: casual, aspirational, and expert. Each type is representative of different aspects of production in terms of the types of media contents produced; the planning of the production process; the application of narrative and aesthetic values when creating; and the motivations behind the production. The study concludes with an invitation to rethink what participatory culture means in the light of teenagers' production practices.

This article is part of the outcomes of the Transmedia Literacy research project on teens and transmedia collaborative practices carried out in eight countries between 2015 and 2018. A multi-method approach was used in the study (questionnaires, workshops, media diaries, interviews, observation of online communities) to explore what teens are doing with media. This article presents a map of the uses and practices teens make of YouTube. The metaphors of YouTube that emerged when teens put these uses and practices into discourse are also identified. Five YouTube uses were detected: radiophonic, televisual, social, productive and educative. These uses vary according to the practices performed by teens and how they are related to the logics of the YouTube platform. Moreover, the identified metaphors show the ways teens' uses are related to their everyday routines and the way they integrate the YouTube platform into various dimensions of their social life, such as their media practices, and the way they acquire knowledge and skills. ; This work was supported by European Union's Horizon 2020 research and innovation programme: [Grant Number 645238]

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception –'transmedia literacy'– that moves from traditional media literacy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme. ; La emergencia de nuevos medios y plataformas de comunicación ha obligado a los investigadores y profesionales de la alfabetización mediática a revisar sus marcos teóricos y enfoques metodológicos. Basada en una nueva concepción –el "alfabetismo transmedia"- que pasa de la alfabetización mediática tradicional (basada en la enseñanza de competencias críticas en la escuela) al aprendizaje informal y las culturas participativas, la investigación detrás del presente artículo busca comprender cómo las nuevas generaciones "hacen cosas con los medios" y cómo aprendieron a hacerlas. Los resultados de esta investigación internacional que involucró a 8 países se organizaron en tres secciones: 1) habilidades transmedia, 2) estrategias de aprendizaje informal y 3) otras cuestiones emergentes relacionadas con los adolescentes, los nuevos medios y las culturas colaborativas. Finalmente, el artículo reflexiona sobre las perspectivas futuras de la alfabetización transmedia entendida como un programa de investigación y acción. ; This project has received funding from the European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement No 645238.

Comunicació presentada a: 2018 Connected Learning Summit, celebrada a Cambridge, Estats Units d'Amèrica, de l'1 al 3 d'agost de 2018. ; The emergence of new media, devices, narratives, and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new concept—transmedia literacy—that moves from traditional media literacy (teaching critical media skills at school) to informal learning and practices of participatory cultures, the research behind the present paper aims to understand how new generations are doing things with media outside schools and how they learn to do the things they do. After a short description of the objectives and the methodology, the paper focuses on one of the outputs of this international research (2015–2018) that has involved 8 countries: a map of teens' transmedia skills developed in the context of informal learning environments' collaborative cultures. ; The TRANSLITERACY research project has received funding from the European Union's Horizon 2020 research and innovation program under grant agreement No. 645238.

The emergence of new media, devices, narratives and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new conception – 'transmedia literacy' – that moves from traditional media literacy to informal learning and participatory cultures practices, the research program behind the present article tries to understand how new generations are doing things with media outside schools and how they learnt to do the things they do. The article begins by describing the transformations of media literacy in recent years as a consequence of the mutations of the media ecology and, in that context, proposes a methodological approachfor analysing the acquisition of transmedia skills in informal learning environments by teens. The article describes, analyses and evaluates the development and initial implementation of this methodology working with teenagers in a high-school in NAME CITY. It ends with a Research Kit that includes surveys, creative workshops, interactive interviews and media diaries with teens between 12-18 years old. The article also describes the evolution of this methodological approach from its original formulation to the evaluation of the model after it was tested, and reflects on the possibilities of developing specific research devices to be applied in transnational research. ; This work emerges from the Transmedia Literacy Project, which has received funding from the European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement No 645238.

This text presents the key concepts of the TRANSGANG project, displayed as answers to seven research questions: what, when, who, why, where, how and what for. It starts by defining the conceptual triangle that the title frames: Transnational Gangs as agents of Mediation (What). The central chapters point out the historical context: Neoliberal States (When); the central subjects of study: Gangs (Who); the proactive approach: Mediation (Why); the border spaces to be investigated in the three regions: the Americas, North Africa and Southern Europe (Where); and the methodological perspective adopted (How). The final conclusive chapter explores the expected impact of the research, from resistance to resilience through empowerment (What For). The text includes a complete literature, ordered by topics and regions, and a specific Glossary. ; Este texto presenta los conceptos clave del proyecto TRANSGANG, mostrados como respuestas a siete preguntas de investigación: qué, cuándo, quién, por qué, dónde, cómo y para qué. Comienza definiendo el triángulo conceptual que encuadra el título: Pandillas Transnacionales como agentes de Mediación (Qué). Los capítulos centrales señalan el contexto histórico: Estados neoliberales (Cuándo); los temas centrales de estudio: Pandillas (Quién); el enfoque proactivo: mediación (Por qué); los espacios fronterizos que se investigarán en las tres regiones: América, el norte de África y el sur de Europa (Dónde); y la perspectiva metodológica adoptada (Cómo). El último capítulo conclusivo explora el impacto esperado de la investigación, desde la resistencia hasta la resiliencia a través del empoderamiento (Para qué). El texto incluye una completa bibliografía, ordenada por temas y regiones, y un Glosario específico. ; Ce texte présente les concepts clés du projet TRANSGANG, présentés comme des réponses à sept questions de recherche: quoi, quand, qui, pourquoi, où, comment et pourquoi faire. Il commence par définir le triangle conceptuel qui encadre le titre: Les bandes transnationaux en tant qu'agents de médiation (Quoi). Les chapitres centraux soulignent le contexte historique: états néolibéraux (Quand); les principaux sujets d'étude: les bandes (Qui); l'approche proactive: médiation (Pourquoi); les espaces frontaliers à explorer dans les trois régions: Amériques, Afrique du Nord et Europe du Sud (Où); et la perspective méthodologique adoptée (Comment). Le dernier chapitre final porte sur l'impact attendu de la recherche, de la résistance à la résilience en passant par l'autonomisation (Pourquoi faire). Le texte comprend une littérature complète, classée par thèmes et régions, et un glossaire spécifique. ; Questo testo presenta i concetti chiave del progetto TRANSGANG, presentati come risposte a sette domande: cosa, quando, chi, perché, dove, come e perché fare. Inizia definendo il triangolo concettuale che inquadra il titolo: Bande Transnazionali come agenti di Mediazione (Cosa). I capitoli centrali sottolineano il contesto storico: stati neoliberali (Quando); le materie di studio centrali: bande (Qui); l'approccio proattivo: mediazione (Perché); gli spazi di confine da indagare nelle tre regioni: Americhe, Nord Africa e Sud Europa (Dove); e la prospettiva metodologica adottata (Come). Il capitolo conclusivo finale esplora l'impatto previsto della ricerca, dalla resistenza alla resilienza attraverso l'empowerment (Perché fare). Il testo include una completa bibliografia, ordinata per argomenti e regioni, e un glossario specifico. ; Aquest text presenta els conceptes clau del projecte TRANSGANG, que es mostren com a respostes a set preguntes de recerca: què, quan, qui, per què, on, com i per a què. Comença per definir el triangle conceptual que enquadra el títol: colles transnacionals com a agents de mediació (Què). Els capítols centrals assenyalen el context històric: els Estats neoliberals (Quan); els temes centrals d'estudi: colles (Qui); l'enfocament proactiu: la mediació (Per què); els espais fronterers a investigar a les tres regions: les Amèriques, Nord d'Àfrica i Europa del Sud (On); i la perspectiva metodològica adoptada (Com). El capítol final explora l'impacte esperat de la investigació, de la resistència a la resiliència mitjançant l'apoderament (Per a què). El text inclou una completa bibliografia, ordenada per temes i regions, i un glossari específic. ; This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 742705 ; El proyecto TRANSGANG ha recibido financiación del European Research Council (ERC) en el marco del programa de Investigación e Innovación de la Unión Europea HORIZON 2020, grant agreement No 742705.

This text presents the key concepts of the TRANSGANG project, displayed as answers to seven research questions: what, when, who, why, where, how and what for. It starts by defining the conceptual triangle that the title frames: Transnational Gangs as agents of Mediation (What). The central chapters point out the historical context: Neoliberal States (When); the central subjects of study: Gangs (Who); the proactive approach: Mediation (Why); the border spaces to be investigated in the three regions: the Americas, North Africa and Southern Europe (Where); and the methodological perspective adopted (How). The final conclusive chapter explores the expected impact of the research, from resistance to resilience through empowerment (What For). The text includes a complete literature, ordered by topics and regions, and a specific Glossary. ; Este texto presenta los conceptos clave del proyecto TRANSGANG, mostrados como respuestas a siete preguntas de investigación: qué, cuándo, quién, por qué, dónde, cómo y para qué. Comienza definiendo el triángulo conceptual que encuadra el título: Pandillas Transnacionales como agentes de Mediación (Qué). Los capítulos centrales señalan el contexto histórico: Estados neoliberales (Cuándo); los temas centrales de estudio: Pandillas (Quién); el enfoque proactivo: mediación (Por qué); los espacios fronterizos que se investigarán en las tres regiones: América, el norte de África y el sur de Europa (Dónde); y la perspectiva metodológica adoptada (Cómo). El último capítulo conclusivo explora el impacto esperado de la investigación, desde la resistencia hasta la resiliencia a través del empoderamiento (Para qué). El texto incluye una completa bibliografía, ordenada por temas y regiones, y un Glosario específico. ; Ce texte présente les concepts clés du projet TRANSGANG, présentés comme des réponses à sept questions de recherche: quoi, quand, qui, pourquoi, où, comment et pourquoi faire. Il commence par définir le triangle conceptuel qui encadre le titre: Les bandes transnationaux en tant qu'agents de médiation (Quoi). Les chapitres centraux soulignent le contexte historique: états néolibéraux (Quand); les principaux sujets d'étude: les bandes (Qui); l'approche proactive: médiation (Pourquoi); les espaces frontaliers à explorer dans les trois régions: Amériques, Afrique du Nord et Europe du Sud (Où); et la perspective méthodologique adoptée (Comment). Le dernier chapitre final porte sur l'impact attendu de la recherche, de la résistance à la résilience en passant par l'autonomisation (Pourquoi faire). Le texte comprend une littérature complète, classée par thèmes et régions, et un glossaire spécifique. ; Questo testo presenta i concetti chiave del progetto TRANSGANG, presentati come risposte a sette domande: cosa, quando, chi, perché, dove, come e perché fare. Inizia definendo il triangolo concettuale che inquadra il titolo: Bande Transnazionali come agenti di Mediazione (Cosa). I capitoli centrali sottolineano il contesto storico: stati neoliberali (Quando); le materie di studio centrali: bande (Qui); l'approccio proattivo: mediazione (Perché); gli spazi di confine da indagare nelle tre regioni: Americhe, Nord Africa e Sud Europa (Dove); e la prospettiva metodologica adottata (Come). Il capitolo conclusivo finale esplora l'impatto previsto della ricerca, dalla resistenza alla resilienza attraverso l'empowerment (Perché fare). Il testo include una completa bibliografia, ordinata per argomenti e regioni, e un glossario specifico. ; Aquest text presenta els conceptes clau del projecte TRANSGANG, que es mostren com a respostes a set preguntes de recerca: què, quan, qui, per què, on, com i per a què. Comença per definir el triangle conceptual que enquadra el títol: colles transnacionals com a agents de mediació (Què). Els capítols centrals assenyalen el context històric: els Estats neoliberals (Quan); els temes centrals d'estudi: colles (Qui); l'enfocament proactiu: la mediació (Per què); els espais fronterers a investigar a les tres regions: les Amèriques, Nord d'Àfrica i Europa del Sud (On); i la perspectiva metodològica adoptada (Com). El capítol final explora l'impacte esperat de la investigació, de la resistència a la resiliència mitjançant l'apoderament (Per a què). El text inclou una completa bibliografia, ordenada per temes i regions, i un glossari específic. ; This project has received funding from the European Research Council (ERC) under the European Union's HORIZON 2020 research and innovation programme under grant agreement No 742705

This project has received funding from the European Research Council (ERC) under the European Union's HORIZON 2020 research and innovation programme under grant agreement No 742705