Educommunication and archaeological heritage in Italy and Spain: an analysis of institutions’ use of Twitter, sustainability, and citizen participation
Resumen: Improving heritage educommunication on the web 2.0 is key to reaching certain sustainable development goals focused on educational quality and citizen participation. Although numerous partial studies have already been conducted, to date neither assessment tools nor detailed studies are available regarding the quality of educommunicative initiatives. Spain and Italy’s archaeological heritage museums have a consolidated track record on Twitter, which has been bolstered by museum closures due to COVID-19 and has resulted in a significant change to their educommunicative policies. The present article aims to analyze educommunicative actions undertaken on Twitter at Italian archaeological museums, compare their strategies with a previous study on Spanish institutions, and analyze to what degree the sustainability of heritage, citizen participation, learning opportunities, and universal access are being promoted. This mixed method analysis was carried out through the implementation of a web 2.0 heritage educommunication analysis tool focused on three key factors: educational procedure, R-elational interactions, and the prevailing learning paradigm, as well as a content analysis of the variables that comprise them. The key findings suggest that neither country is close to achieving a quality educommunicative strategy. Italian archaeological heritage institutions use Twitter simply as an advertising platform. Despite being a social media platform, participative initiatives are scarcely promoted, although heritage sustainability is promoted through raising awareness of conservation and appreciation. Spanish institutions, however, demonstrated the opposite pattern of use.
Idioma: Inglés
DOI: 10.3390/su13041602
Año: 2021
Publicado en: Sustainability (Switzerland) 13, 4 (2021), 1602 [25 pp.]
ISSN: 2071-1050

Factor impacto JCR: 3.889 (2021)
Categ. JCR: ENVIRONMENTAL STUDIES rank: 57 / 128 = 0.445 (2021) - Q2 - T2
Categ. JCR: ENVIRONMENTAL SCIENCES rank: 133 / 279 = 0.477 (2021) - Q2 - T2
Categ. JCR: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY rank: 35 / 47 = 0.745 (2021) - Q3 - T3
Categ. JCR: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY rank: 7 / 9 = 0.778 (2021) - Q4 - T3

Factor impacto CITESCORE: 5.0 - Social Sciences (Q1) - Engineering (Q1) - Energy (Q2) - Environmental Science (Q2)

Factor impacto SCIMAGO: 0.664 - Energy Engineering and Power Technology (Q1) - Renewable Energy, Sustainability and the Environment (Q1) - Management, Monitoring, Policy and Law (Q1) - Geography, Planning and Development (Q1)

Financiación: info:eu-repo/grantAgreement/ES/DGA-ERDF/RISS3-LMP18-18
Financiación: info:eu-repo/grantAgreement/ES/DGA/S50-20R
Financiación: info:eu-repo/grantAgreement/ES/MINECO/EDU2016-78163-R
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Socia. (Dpto. Didácticas Específicas)

Creative Commons You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Exportado de SIDERAL (2023-05-18-15:13:37)

Este artículo se encuentra en las siguientes colecciones:

 Record created 2021-03-08, last modified 2023-05-19

Versión publicada:
Rate this document:

Rate this document:
(Not yet reviewed)