Martínez-Bravo, M.C. (María Cristina)

Filtering

2020 - 20223

Settings

Author search.filters.isAuthorOfPublication.4187597c-f838-4940-82e7-850f80d7b60c

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Meta-marco de la alfabetización digital: análisis comparado de marcos de competencias del Siglo XXI
    (2021) Sádaba-Chalezquer, C. (Charo); Martínez-Bravo, M.C. (María Cristina); Serrano-Puche, J. (Javier)
    Ante una inminente era digital marcada por la globalización y la innovación tecnológica, diferentes organismos plantearon la importancia de innovar la educación con las denominadas competencias del siglo XXI. La necesidad de nuevas habilidades para participar de la cultura digital es destacada en diferentes propuestas, donde la competencia digital es clave y fundamental para vivir, trabajar y participar en la sociedad del conocimiento. Este trabajo tiene por objetivo generar una propuesta integrada de la alfabetización digital mediante un análisis comparado de la competencia digital en ocho marcos de competencias del siglo XXI (ATCS, enGauge, Naep, Nets, OCDE, P21, Unesco, Unión Europea), los cuales son estudiados en tres grandes bloques temáticos: a) definición, b) objetivos y visión y c) competencias y habilidades. Resultados: La alfabetización digital abarca un enfoque holístico, nutrido por diferentes alfabetizaciones, desde el cual se construye un meta-marco con nueve competencias (tres competencias directas; cinco competencias transversales) y 53 habilidades digitales cognitivas, críticas, técnicas, sociales, emocionales y proyectivas. Conclusiones: La alfabetización digital multidimensional consolida la perspectiva tecnosocial para el empoderamiento y apropiación tecnológica, que supera el uso operativo de las herramientas y promueve el uso amplio, significativo e innovador de la tecnología para la construcción de una sociedad equitativa.
  • Thumbnail Image
    Dimensions of digital literacy in the 21st century competency frameworks
    (MDPI, 2022) Martínez-Bravo, M.C. (María Cristina); Sádaba-Chalezquer, C. (Charo); Serrano-Puche, J. (Javier)
    The Information and Knowledge Society demands the development of skills for the critical and responsible consumption and use of technology for leisure, personal, professional, academic development, and citizen participation. The international frameworks of “21st Century Competences” underline the importance of digital competence as the axis to enhance the rest of competences. This key competence goes beyond the operational use of technological tools and applications and has been studied from different approaches. This research explores digital literacy in eight international frameworks from different institutions and initiatives: UNESCO, European Union, OECD, ATCS, P21, NETS, NAEP, and Engauge, from which a content analysis is performed, and where the areas of scope of the competencies and the relationships between the different proposals are explored. The findings contribute to the understanding of an integrated approach to digital literacy, where six dimensions are identified: critical, cognitive, operational, social, emotional, and projective. Three dimensional profiles are also identified that point towards the critical use of technology, the appropriation of technology in daily life and social innovation, which invites a rethink towards digital literacy from a multi and interdimensional vision.
  • Thumbnail Image
    Fifty years of digital literacy studies: A meta-research for interdisciplinary and conceptual convergence
    (2020) Sádaba-Chalezquer, C. (Charo); Martínez-Bravo, M.C. (María Cristina); Serrano-Puche, J. (Javier)
    The following research has as its starting point the previous existence of different approaches to the study of digital literacy, which reflect a specialisation by area of study as well as connections and complementarity between them. The paper analyses research from the last 50 years through 11 key terms associated with the study of this subject. The article seeks to understand the contribution of each term for an integrated conceptualisation of digital literacy. From the data science approach, the methodology used is based on a systematized review of the literature and a network analysis using Gephi. The study analyses 16,753 articles from WoS and 5,809 from Scopus, between the period of 1968 to 2017. The results present the input to each key term studied as a map of keywords and a conceptual framework in different levels of analysis; in these, we show digital literacy as a central term that connects and integrates the others, and we define it as a process that integrates all the perspectives. The conclusions emphasise the comprehensive sense of digital literacy and its social condition, as well as the transversality to human life. This research aims to understand the rela- tionships that exist between the different areas and contribute to the debate from a meta-theoretical level, validating meta-research for this interdisciplinary purpose.