scholarly journals Alfabetización digital en la educación. Revisión sistemática de la producción científica en Scopus

2021 ◽  
Vol 21 (66) ◽  
Author(s):  
Carlos Enrique George Reyes ◽  
Raidell Avello-Martínez
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Literacy Education ◽  
Education Access ◽  
Revisión Sistemática ◽  
Alfabetización Informacional ◽  
Diachronic Study ◽  
Share Information ◽  
Alfabetización Digital

La incorporación de las tecnologías en los escenarios de interacción social ha propiciado cambios en la forma en la que las personas se comunican, aprenden y comparten información. En la educación, el acceso y la masificación de la infraestructura digital ha provocado la necesidad de conceptualizar y reconceptualizar desde diversas aristas el término alfabetización digital como una forma de comprender cuales son las habilidades que se necesitan para poder participar en un mundo hiperconectado. En este trabajo se realizó una revisión sistemática de la bibliografía relacionada con el tema utilizando la base de datos Scopus. Se elaboró un estudio diacrónico que examinó 138 artículos obtenidos a partir de los términos digital literacy, education y school. Se identificó una conceptualización temprana basada en la necesidad de incorporar habilidades para usar instrumentalmente las tecnologías, y una reconceptualización contemporánea en la que se supera la idea que dominar el hardware y software es suficiente para considerar a una persona digitalmente alfabetizada. Se concluye que, para hacer conceptualizaciones de alfabetización digital, necesariamente se deben considerar términos como alfabetización informacional, alfabetización computacional y alfabetización mediática, ya que sobre estos parámetros se articulan las nuevas alfabetizaciones basadas en la incorporación de las tecnologías en la educación. The incorporation of technologies in scenarios of social interaction has led to changes in the way in which people communicate, learn and share information. In education, access and massification of digital infrastructure has led to the need to conceptualize and reconceptualize the term digital literacy from various angles as a way of understanding what are the skills needed to participate in a hyperconnected world. In this work, a systematic review of the bibliography related to the topic was carried out using the Scopus database. A diachronic study was carried out that examined 138 articles obtained from the terms digital literacy, education and school. An early conceptualization based on the need to incorporate skills to use technologies instrumentally was identified, and a contemporary reconceptualization in which the idea that mastering hardware and software is enough to consider a person digitally literate is overcome. It is concluded that, in order to make digital literacy conceptualizations, terms such as information literacy, computer literacy and media literacy must necessarily be considered, since new literacies based on the incorporation of technologies in education are articulated on these parameters.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

scholarly journals Alfabetización y competencia digital en Educación Superior: una revisión sistemática

2019 ◽  
Vol 17 (1) ◽  
pp. 45 ◽  
Author(s):  
C. Reis ◽  
T. Pessoa ◽  
M. J. Gallego-Arrufat
Keyword(s):  
Digital Literacy ◽  
Educación Superior ◽  
Digital Competence ◽  
Educacion Superior ◽  
Enseñanza Superior ◽  
Revisión Sistemática ◽  
Alfabetización Digital ◽  
Competencia Digital

<div data-canvas-width="214.8296776621265">Este artículo es una revisión sistemática de literatura en español y portugués, en el período 2006-2018, centrada en la Educación Superior. El objetivo es comprender la forma en que aparecen los conceptos “alfabetización digital” y “competencia digital” en estudios con origen en el sudoeste de Europa,  partiendo del modelo usado por Spante, Hashemi, Lundin, y Lagers (2018) para “digital literacy” y “digital competence”. La revisión identifica año de publicación, países de origen, propósito de los estudios, tipo de artículos (estudios teóricos o empíricos) y nivel de análisis (macro, meso o micro). Para verificar el uso de los conceptos se adapta y aplica el esquema: (1) usado sin definir, (2) definido según referencia de carácter político, (3) definido con referencia a la investigación y la política, (4) definido según la investigación, 5) definido con discusión y/o desarrollo de los conceptos. Se obtiene así una visión general de los patrones en este contexto. Se opta por una base de datos de carácter libre y gratuito y de amplia cobertura hispana (Dialnet), encontrando en su mayor parte artículos de origen español y de naturaleza empírica. Destacan los trabajos centrados en el cambio didáctico, de nivel micro, con referencia a los conceptos de alfabetización y competencia digital en el marco de la enseñanza superior, sin presentar definiciones sustantivas. Además, la ausencia de una definición marco de los conceptos alfabetización y competencia suele propiciar ambigüedad, inconsistencia teórica y práctica, así como un uso superficial de los conceptos.</div>

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

2018 ◽  
pp. 239-265
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

scholarly journals Categorization, Item Selection and Implementation of an Online Digital Literacy Test as Media Literacy Indicator

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 177-185 ◽  
Author(s):  
Jon Dornaleteche-Ruiz ◽  
Alejandro Buitrago-Alonso ◽  
Luisa Moreno-Cardenal
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Age Groups ◽  
Primary Role ◽  
Gender And Age ◽  
On Line ◽  
Line Test ◽  
And Gender ◽  
Alfabetización Digital ◽  
Literacy Test

This paper aims to measure a population’s level of knowledge and active use of certain digital tools that play a primary role in developing their media literacy. To achieve it, an Online Digital Literacy test was designed to measure the knowledge and active usage of 45 different online software packages. This tool works as a reliable indicator to identify a population’s media literacy development in terms of its linguistic and technological dimensions. More than 1,500 subjects of different gender, age and level of studies were tested in different cities within the autonomous community of Castilla and León in Spain, to measure their competence using these tools. The resulting data has enabled the identification of the level differences between age groups and gender and to formulate proposals in respect of digital literacy to enhance the public’s competence in terms of media education. The general results indicate that people’s Online Digital Literacy level is lower than ideal and that there is a level divide in relation to gender and age and that the average user has a social and recreational profile as a consumer of pre-existing content on the Internet rather than as manager, instigator or creator of his or her own content. This paper’s conclusions therefore raise awareness of these deficiencies and encourage academic institutions to design specific digital literacy educational programmes to help citizens become media empowered.La presente investigación nace con el objetivo de medir el grado de dominio por parte de la población de una serie de herramientas digitales que juegan un papel clave en el desarrollo de la competencia mediática. Con ese fin, se ha elaborado una categorización que intenta abarcar todas las funcionalidades que la Web 2.0 brinda al usuario. Posteriormente, se ha delimitado cada una de ellas a través de tres ítems digitales concretos de uso extendido en la sociedad mediática. La selección realizada conforma un test de alfabetización digital on-line (test ADO) que mide el grado de conocimiento y uso activo de dichas herramientas, y que, por tanto, compone un indicador significativo de la competencia mediática en sus dimensiones lingüística y tecnológica. El test ha sido administrado a una muestra de más de 1.500 sujetos de diferente edad y nivel de estudios con el fin de obtener datos que ayuden a establecer objetivos en el panorama de la alfabetización digital y contribuyan hacia el empoderamiento ciudadano en materia de educación mediática. Los resultados y conclusiones generales indican que el nivel de alfabetización digital on-line del ciudadano medio no es el deseado, que existe una brecha digital generacional y de género, y que el perfil medio del usuario de Internet es más social, recreativo y consumidor de contenidos existentes, que proactivo, gestor y creador de contenidos propios.

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

2016 ◽  
pp. 161-185 ◽  
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

scholarly journals Awareness about Media and Information Literacy among Research Scholars of Pondicherry University

2021 ◽  
Vol 41 (4) ◽  
pp. 250-259
Author(s):  
A. Logeswari ◽  
Chennupati K. Ramaiah ◽  
Somipam R. Shimray ◽  
Chennupati Deepti
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Training Needs ◽  
Survey Method ◽  
Critical Approach ◽  
Conducting Research ◽  
News Literacy

Media and Information Literacy (MIL) emphasises a critical approach to literacy to enables people to question critically what they have read, heard and learned. It is requireed in all levels of education and more so to reserach scholars. The aim of the study is to find the awareness and use of MIL tools by research scholars of Pondicherry University. The objectives are: a) to identify the level of awareness in MIL among research scholars; b) to assess the usefulness and relevance of MIL among research scholars; c) to identify the training needs of research scholars in MIL; d) to determine the problems faced by the researches scholars of Pondicherry University while using MIL tools; and e) to suggest the best methods of delivering MIL training to the research scholars of Pondicherry University. The survey method and quesionanire tool are used in conducting this study. Of the total 13 schools, due to time limiation research scholars working in 10 schools were taken as sample. A majority of the respondents are aware of the term MIL and that enables them to save time. Most of the respondents use journals/papers followed by internet for conducting research. The majority (75.49 %) of them preferred 1-2 weeks of workshop-based training on MIL. MIL syllabus may cover media literacy (75.49 %), information literacy (86.27 %), computer literacy (77.45 %), digital literacy (54.9 %), literary literacy (71.57 %), and news literacy (73.53 %). A majority (62.74 %) of the scholars do not know on MIL initiatives in India. Therefore, UGC may have to take necessary steps in implementing the same.

Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies

2011 ◽  
Vol 31 ◽  
pp. 226-246 ◽  
Author(s):  
Heather Lotherington ◽  
Jennifer Jenson
Keyword(s):  
Language Arts ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Education ◽  
Language And Literacy ◽  
Multimodal Literacies ◽  
Teaching Language ◽  
L2 Learners ◽  
Urban Contexts ◽  
New London

Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009a). Since the New London Group's manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners. These are grounded theoretically (Cope & Kalantzis, 2009a, 2009b; Kress, 2003, 2010; New London Group, 1996) and epistemologically (de Castell & Jenson, 2003; Gee, 2009, 2010; Kellner, 2004; Lankshear & Knobel, 2003, 2006).

scholarly journals Assembling “Digital Literacies”: Contingent Pasts, Possible Futures

2019 ◽  
Vol 7 (2) ◽  
pp. 14-24 ◽  
Author(s):  
T. Philip Nichols ◽  
Amy Stornaiuolo
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Digital Literacies ◽  
Research And Practice ◽  
Economic Relations ◽  
Digital Environments

In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept’s genealogy to a time before this tentative agreement was reached—when diverse scholarly lineages (e.g., computer literacy, information literacy, media literacy) were competing to shape the educational agenda for emerging communication technologies. Using assemblage theory, we map those meanings that have persisted in our present articulations of digital literacy, as well as those that were abandoned along the way. We demonstrate that our inherited conceptions of digital literacy have prioritized the interplay of users, devices, and content over earlier concerns about technical infrastructures and socio-economic relations. This legacy, we argue, contributes to digital literacy’s inadequacies in addressing contemporary dilemmas related to surveillance, control, and profit motives in connective environments. We propose a multidimensional framework for understanding digital literacies that works to reintegrate some of these earlier concerns and conclude by considering how such an orientation might open pathways for education research and practice.

scholarly journals Acercamiento etnográfico a la alfabetización digital en un Instituto de Educación Secundaria Obligatoria en Barcelona

2016 ◽  
pp. 190-215
Author(s):  
Mtro. Francisco Martínez Ortega ◽  
Lic. Jaume Subías ◽  
Dr. Daniel Cassany
Keyword(s):  
Digital Literacy ◽  
Computer Literacy ◽  
Literacy Practices ◽  
Learning Objects ◽  
Basic Knowledge ◽  
Literacy Teaching ◽  
One Laptop Per Child ◽  
Audio Recordings ◽  
The One ◽  
Alfabetización Digital

En la transición de una promoción de alumnos hacia la Educación Secundaria Obligatoria en un centro adscrito al modelo 1x1 encontramos una estrategia de alfabetización digital. Usando referentes de la didáctica de las lenguas la analizamos para conocer cómo los profesores la conciben, cómo se implementa y qué prácticas letradas digitales están implicadas. A través de un acercamiento etnográfico entrevistamos al profesorado responsable de la planificación e implementación, recopilamos documentos y realizamos observaciones de aula: tomamos notas, fotografías y realizamos grabaciones de audio. Identificamos que en este contexto la alfabetización en el ámbito digital adquiere un carácter metafórico (como conocimientos básicos de herramientas digitales) brindando oportunidades limitadas de participación en prácticas letradas digitales a los alumnos. Encontramos dos procesos relevantes para la alfabetización en el ámbito digital: la selección de prácticas letradas y su transformación en objetos de aprendizaje. AbstractFramed by the transition to secondary education under the One Laptop Per Child model (OLPC) we analyze (using concepts of Didactics of Languages) a school's digital literacy teaching efforts gathered in its Computer Literacy Sessions. We seek to understand: how the task is conceived by teachers, how is implemented, and the digital literacy practices implied. Performing an ethnographic approach we interviewed the teachers who designed said sessions. We also conducted classroom observations where we obtained fieldnotes, photographs, audio recordings and related documents. We identified that the digital literacy is conceived (in a metaphorical sense) as a basic knowledge of digital tools. This brings limited experiences in digital literacy practices to the students. We found two important processes for digital literacy teaching: the selection of digital literacy practices and their transformation into learning objects. Recibido: 03 de febrero de 2016Aceptado: 25 de mayo de 2016

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