Las familias ante la encrucijada de la alfabetización mediática e informacional

Rodrigo, Mercedes Romero; Méndez, Cristina Gabarda; Ariza, Andrea Cívico; Monzonís, Nuria Cuevas

doi:10.24310/innoeduca.2021.v7i2.12404

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…With regard to the cycle of study variable, students in 11th grade have higher levels of MIL (683.31) than those in lower grades. The results confirm the progressive sense of MIL acquisition, where families and schools exercise a coordinated and coherent responsibility for their achievement (Romero-Rodrigo et al, 2021).…”

Section: Association Of Socioformative Factors With Mil Levelssupporting

confidence: 72%

“…The school and the family have substantial responsibilities in promoting and developing critical thinking, by considering MIL a powerful resource to attain new competences and skills, with the timely, consistent participation of parents. In this way, they assert capacities to adapt quickly and flexibly and to act responsibly in the use, consumption and enjoyment of the media and information, deliberately and responsibly maturing in terms of themselves and others (Romero-Rodrigo et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

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Media and information literacy in secondary students: Diagnosis and assessment

Turpo-Gebera,

Zea-Urviola,

Huamaní-Portilla

et al. 2023

J. Technol. Sci. Educ.

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In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 survey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and cross-curricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education.

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Section: Association Of Socioformative Factors With Mil Levelssupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Media and information literacy in secondary students: Diagnosis and assessment

Turpo-Gebera,

Zea-Urviola,

Huamaní-Portilla

et al. 2023

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…Considerando además del dinamismo acelerado de la sociedad, actualmente vivimos en una sociedad hiperconectada, en la que tanto agentes como la escuela, la familia y los medios de comunicación masiva, mantienen un rol relevante como corresponsables de la socialización, que demanda un trabajo de cooperación para alcanzar un bien común, de manera que tanto las familias como las escuelas deben ejercer una responsabilidad coordinada y coherente (Romero et al, 2021).…”

Section: Objetivos De Alfabetización Mediática En El Entorno Académicounclassified

Alfabetización Mediática Informacional en la formación de estudiantes de comunicación en México

Sánchez

Espinosa

2023

revHUMAN

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El campo de la comunicación es un área de estudio de transcendencia global y con el desarrollo y auge de importantes tecnologías, han devenido en nuevos paradigmas sociales causales de los procesos de cambio impulsados por la mayor circulación de información y comunicación en un entorno global en el que la alfabetización mediática vista como un dominio progresivo promoviendo la comunicación, ha sido un desafío en su práctica y la investigación. El artículo ofrece una propuesta para incorporar en aulas universitarias procesos de alfabetización mediática e informacional, revirtiendo así en prácticas atractivas y reales adaptadas a los nuevos retos educativos.

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“…Parents are essential in supporting the teaching–learning process of their children and this is why digital communication with teachers must be constant and fluid (Franky & Chiappe, 2018 ). In this context, Romero et al ( 2021 ) offers a series of proposals aimed at families regarding the education of their children in relation to media and informational education, how to supervise and teach responsible use of the internet or create spaces for communication between families and minors on digital media. From the school environment, it is important to promote the virtual participation of families in the educational centre and facilitate family-school digital communication (Antolín et al, 2018 ), as well as raise awareness of the appropriate digital tools for two-way communication (Maciá & Garreta, 2019 ).…”

Section: Related Workmentioning

confidence: 99%

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

et al. 2023

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Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

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Las familias ante la encrucijada de la alfabetización mediática e informacional

Cited by 8 publications

References 24 publications

Media and information literacy in secondary students: Diagnosis and assessment

Media and information literacy in secondary students: Diagnosis and assessment

Alfabetización Mediática Informacional en la formación de estudiantes de comunicación en México

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

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