Abstract
One of the main objectives of international agendas is the promotion of lifelong learning opportunities. Transmedia literacy, usually acquired informally, offers many of the key skills, competences and strategies to ensure learning in a world where technology has a predominant role. However, no analyses reporting the impact of their use are systematically identified in the literature. Therefore, a systematic review of the literature on transmedia literacy and its practices is proposed, searching 4 databases and analysing a total of 42 articles. The results show experiences with plural thematic, extension and educational context, mainly located in the formal educational system, and with a development of transmedia skills focused on the use of social networks and production skills of students. On the contrary, a weak use of narrative expansion; ideology and ethics; and risk prevention is observed. The need to analyse the media context and incorporate scaffolding dynamics prior to the implementation of the experiences is discussed, as well as the need to develop transmedia literacy within the educational context, and not only integrate the skills acquired outside the classroom, seeking to develop their transmedia literacy with greater intentionality.
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This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Meyerhofer-Parra, R. (2025). A systematic review of transmedia literacy: Implications for lifelong learning. Journal of Media Literacy Education, 17(2), 110-124. https://doi.org/10.23860/JMLE-2025-17-2-8
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