Meta-marco de la alfabetización digital: análisis comparado de marcos de competencias del Siglo XXI

María Cristina Martínez Bravo; Charo  Sádaba Chalezquer; Javier  Serrano-Puche

doi:10.4185/RLCS-2021-1508

Authors

María Cristina Martínez Bravo Universidad de Navarra http://orcid.org/0000-0002-8725-3267
Charo Sádaba Chalezquer Universidad de Navarra http://orcid.org/0000-0003-2596-2794
Javier Serrano-Puche Universidad de Navarra http://orcid.org/0000-0001-6633-5303

DOI:

https://doi.org/10.4185/RLCS-2021-1508

Keywords:

21st century skills, digital literacy, digital competence, ICT, education, digital divide, Sustainable Development Goals (SDGs)

Abstract

Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is key and fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competences and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competences, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.

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Author Biographies

María Cristina Martínez Bravo, Universidad de Navarra

Ph.D. candidate in Communication and Master's Degree in Communication Research from the University of Navarra. Social Communicator of the Pontifical Catholic University of Ecuador. She has been an undergraduate and graduate university professor at the University of the Americas and UTE University (Ecuador) in chairs in the area of communication, journalism, and marketing. She is a member of the Research Network for Knowledge, Hardware, and Free Software (RICHSL), she is an activist for free and shared knowledge. Some of her lines of research are: digital literacy, digital culture, and Information and Communication Technologies for development.

Charo Sádaba Chalezquer, Universidad de Navarra

She is a Full Professor at the Faculty of Communication at the University of Navarra. Since the year 2000, she researches the relationship of children and adolescents with technology. She has participated in numerous competitive research projects at the national and international level, among which POSCON stands out, a thematic action that sought to establish the bases for the creation of safe and positive spaces for minors online. She was also part of the Interactive Generations project, promoted by Telefónica Internacional between 2007 and 2012, which surveyed more than 200,000 minors in nine countries. She is an independent expert of the European Union's Safer Internet program

Javier Serrano-Puche, Universidad de Navarra

He is a Journalism professor at the Faculty of Communication of the University of Navarra, where he holds the position of Vice Dean of Academic Planning. He is a collaborating researcher at the Center for Internet Studies and Digital Life and the Culture and Society Institute of the University of Navarra. His most recent scientific production focuses on trends in news consumption, misinformation in the digital public space, and the relationship between the media and emotions. He has published about these issues in journals such as the International Journal of Communication, Media and Communication, Journal of Iberian and Latin American Research, Communications, Comunicar, or in editorials such as Routledge, Palgrave Macmillan, Springer, and IGI Global

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