Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo

  1. Ana Pérez-Escoda 1
  2. Rosa García-Ruiz 2
  3. Ignacio Aguaded 3
  1. 1 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  3. 3 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

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Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Year of publication: 2019

Issue Title: "Fak news" y educación

Volume: 31

Issue: 2

Pages: 248-266

Type: Article

DOI: 10.1080/11356405.2019.1603274 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Abstract

Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.

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Funding information

This study was performed as part of the MEDIA IN ACTION (MIA) project LC00632803, funded by the Directorate General for Communications Networks, Content and Technology (DGCONNECT), European Union. / Esta investigación se ha

Funders

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Data source: Dialnet