Abstract. This paper describes 14 Colombian web based "edu-communicational" projects. The aim is to analyze different types of platforms, different type of use and the elements that facilitate interaction with final users. The study sample is composed of three main categories of sites: formal education sites, informal education sites and other types of sites that contain some kind of educational content. The research establishes different variables aimed at discovering educommunicative tools. Both the theoretical framework and the conceptual approach to edu-communication, as well as the methodological proposal applied are retrieved from the works of De Oliveira (2009) In conclusion, the article shows similarities and differences among the platforms that shape the online edu-communicational landscape in Colombia. Keywords: communication; digital; educommunication; internet; tools.[es] Interacción en plataformas educomunicativas. Reflexión sobre tipologías y usabilidad. El Caso de ColombiaResumen. Este artículo describe el desarrollo de 14 proyectos asociados a la oferta educomunicativa colombiana existente en Internet. Realiza un extenso estudio sobre estas iniciativas con el objetivo de analizar la tipología y los usos de los diferentes atributos que facilitan la interacción con los usuarios finales. La muestra que conforma el estudio recoge tres categorías de sitios web: sitios de educación formal, sitios de educación informal y otros tipos de sitios que ofrecen contenidos educativos. En el marco del estudio se establecen diferentes variables para la recolección de información sobre los elementos y herramientas educomunicativos presentes en las iniciativas. (2009), entre otros, dan forma al marco teórico y a la aproximación conceptual a la educomunicación, así como a la propuesta metodológica aplicada. El artículo reflexiona en torno a las diferencias entre los distintos tipos de actores que configuran este paisaje de servicios educomunicativos en línea en Colombia. Palabras clave: comunicación; digital; educación; herramientas; internet.Sumario: 1. Introducción. 2. Contexto de Colombia. 3. Marco teórico. 4. La educomunicación. 5 ¿La educomunicación 2.0? 6. La característica dialógica. 7. Metodología. 8. Resultados. 9. Conclusiones. 10. Referencias.

This entry describes different processes that have taken place in the European Union (EU) relevant to the consolidation of a European approach to media literacy (ML). It explores the roles of policymakers, researchers, and general stakeholders in the process of consolidation and definition of this common framework on ML. The entry shows the different actions and legislative developments that have contributed to the generalization of the concept and the acceptance of its importance within the EU.

This article explores a literature review on different proposals to assess media and information literacy (MIL) competencies in citizens seeking to define the fundamental MIL skills and competencies to be considered in national curricula and assessment schemes. The study is based on qualitative content analysis to map and systematize the main MIL frameworks, research reports, and their practical applications/experiences. This qualitative technique allows the combination of categories (dimensions) and correlation of individual indicators (skills and capabilities) to group subcategories (components). The study inquires Unesco’s framework, as well as the authors upon which this theoretical approach was built, together with the European Commission’s views on media education. It gathers their principal propositions on media competence assessment and sets a reflection on information literacy and Educommunication as a contribution strongly developed in the Ibero-American context. A broad analysis of digital competencies related to media and information literacy is also included in the study. A new interpretation is given to the studied concepts to draw a structured systematization of competences on media and information literacy that sets a framework to assess and design MIL programs, actions or curricula. Finally, it proposes a map of skills and competences in MIL that allows the future creation of methodologies and strategies for the visibility, promotion, strengthening or evaluation of MIL.