Educación mediática e informacional y pensamiento crítico: Una revisión sistemática

Hibai Lopez-Gonzalez; Luciana Sosa; Lydia Sánchez; Adrien Faure-Carvallo

doi:10.4185/rlcs-2023-1939

Autores/as

Hibai Lopez-Gonzalez University of Barcelona https://orcid.org/0000-0003-1249-2623
Luciana Sosa University of Barcelona https://orcid.org/0000-0002-4856-0459
Lydia Sánchez University of Barcelona https://orcid.org/0000-0001-7814-0087
Adrien Faure-Carvallo University of Barcelona https://orcid.org/0000-0002-6065-5186

DOI:

https://doi.org/10.4185/rlcs-2023-1939

Palabras clave:

alfabetización mediática e informacional, desinformación, educación, pensamiento crítico, revisión sistemática, comunicación, educación mediática

Resumen

Introducción: La alfabetización mediática e informacional parece ser necesaria en la formación de una ciudadanía capaz de usar la información de manera crítica. Los crecientes fenómenos de desinformación, así como los efectos de los medios y en especial los medios sociales en ciertos colectivos, nos obliga a analizar de qué manera este tipo de educación ayuda a crear un pensamiento crítico. Metodología: Este estudio ofrece una revisión sistemática de la literatura científica publicada sobre pensamiento crítico y alfabetización mediática e informacional. Para ello, se analizaron las bases de datos de la Core Collection de la Web of Science y de Scopus. Resultados: Tras una criba en función de los criterios de inclusión y exclusión establecidos, se analizó una muestra de 65 artículos. En el análisis se tuvieron en cuenta tanto las principales características bibliométricas de la producción científica como los temas emergentes. Discusión: Se observó que la mayoría de la producción científica tiene una naturaleza empírica siguiendo tres patrones temáticos: ámbito de aplicación; instrumentos y evaluación; límites y dificultades. Conclusión: Como conclusión, la revisión sugiere que incluir la alfabetización mediática e informacional en la educación mejora la capacidad crítica. Sin embargo, en sí misma muestra algunas limitaciones como que su efecto se debilite con el tiempo o que necesite ser complementada con otros enfoques.

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Biografía del autor/a

Hibai Lopez-Gonzalez, University of Barcelona

Hibai López-González es lector Serra Húnter del Departamento de Biblioteconomía, Documentación y Comunicación Audiovisual de la Universidad de Barcelona. Anteriormente ha sido becario predoctoral de la Universidad Pompeu Fabra, en donde se doctoró en 2015. Entre 2016-2018 fue investigador postdoctoral de la Nottingham Trent University y de la Universidad de Deusto. En 2019 obtuvo una beca Beatriu de Pinós de la Generalitat de Catalunya para incorporarse al Instituto de Investigación Biomédica de Bellvitge (IDIBELL), en donde formó parte del Área de Psiquiatría del Hospital de Bellvitge. Investiga principalmente la influencia que la publicidad de juegos de azar puede tener en el comportamiento de las personas con problemas de juego.

Luciana Sosa, University of Barcelona

Luciana Sosa es doctoranda en Información y Comunicación, del Departamento de Biblioteconomía, Documentación y Comunicación Audiovisual de la Universidad de Barcelona. Participó en los proyectos MEDIA4Teach (“Media Education and Information Diet as indicators of the capacity for critical analysis of information in future teachers”) y MemoTw (Memòria històrica en línia: diagnòstic i propostes per una participació ciutadana plural i democràtica a les xarxes socials) como asistente de investigación. Es arqueóloga por la Universidad de Buenos Aires y ha realizado un Máster en Medios, Comunicación y Cultura en la Universidad Auto. Actualmente estudia procesos de desinformación en relación con la construcción de memorias históricas en línea.

Lydia Sánchez, University of Barcelona

Lydia Sánchez es profesora agregada en Comunicación audiovisual en la Facultad de Información y Medios audiovisuales de la Universidad de Barcelona. Doctora en filosofía por la Stanford University, centra su investigación en la calidad democrática de los medios de comunicación, la epistemología y la teoría de la comunicación. Es miembro del grupo de investigación consolidado en Didáctica de la Historia, la Geografía y otras Ciencias Sociales (DHIGECS), miembro del Centre de Recerca en Información, Comunicación y Cultura (CRICC), y forma parte del grupo de innovación docente en Comunicación y Medios audiovisuales (In-COMAV). En la actualidad es investigadora principal del Proyecto: “Media Education and Information Diet as indicators of the capacity for critical analysis of information in future teachers” (MEDIA4Teach).

Adrien Faure-Carvallo, University of Barcelona

Doctorado por la Universidad de Barcelona y Graduado en Musicología. Profesor e investigador postdoctoral en la Facultad de Información y Medios Audiovisuales de la Universidad de Barcelona y miembro del Centre de Recerca en Informació, Comunicació i Cultura (CRICC). Sus áreas de estudio se centran en la experiencia musical desde los ámbitos de la educación, las tecnologías del sonido y los audiovisuales.

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