Detalhes do Documento

Media and Information Literacy constitutes a fundamental competency framework in the educational field of ESO due to the critical analysis of information and communication that it implies, even more so with the prominence of the digital spectrum and the level of use of mobile devices by the adolescent population. However, despite the recommendations at European level and the different legislations in the Spanish territory, it has not been developed in depth in the country except for a few outstanding initiatives.Given the characteristics of this context, what is proposed in this paper is the analysis of the design, development and implementation of a teaching-learning intervention carried out in IES Andalán and IES Villanueva de Gállego, located in the province of Zaragoza. This is composed of a structure of three blocks of content related to the AMI, where the research has as its main objective the observation of a learning situation on disinformation and information verification.By means of a mixed methodology that combines quantitative and qualitative components through the diagnosis of practices, the evaluation of students’ productions and their perception of the relevance of AMI, it is observed how, despite the daily use of the Internet, a good part of the students do not check the information they receive and at the same time consider that media and information training should be greater in ESO due to its interest and usefulness.

Media and Information Literacy constitutes a fundamental competency framework in the educational field of ESO due to the critical analysis of information and communication that it implies, even more so with the prominence of the digital spectrum and the level of use of mobile devices by the adolescent population. However, despite the recommendations at European level and the different legislations in the Spanish territory, it has not been developed in depth in the country except for a few outstanding initiatives.Given the characteristics of this context, what is proposed in this paper is the analysis of the design, development and implementation of a teaching-learning intervention carried out in IES Andalán and IES Villanueva de Gállego, located in the province of Zaragoza. This is composed of a structure of three blocks of content related to the AMI, where the research has as its main objective the observation of a learning situation on disinformation and information verification.By means of a mixed methodology that combines quantitative and qualitative components through the diagnosis of practices, the evaluation of students’ productions and their perception of the relevance of AMI, it is observed how, despite the daily use of the Internet, a good part of the students do not check the information they receive and at the same time consider that media and information training should be greater in ESO due to its interest and usefulness.

La Alfabetización Mediática e Informacional constituye un marco competencial fundamental en el ámbito educativo de la ESO por el análisis crítico de la información y la comunicación que supone, más aún con el relieve del espectro digital y del nivel de uso de los dispositivos móviles por parte de la población adolescente. Sin embargo, a pesar de las recomendaciones a nivel europeo y de las diferentes legislaciones en el territorio español, no ha sido desarrollada en profundidad en el país a excepción de escasas iniciativas destacadas.Ante las características de este contexto, lo que se plantea en el presente trabajo es el análisis del diseño, elaboración y puesta en práctica de una intervención de enseñanza-aprendizaje llevada a cabo en el IES Andalán y el IES Villanueva de Gállego, ubicados en la provincia de Zaragoza. Esta se compone de una estructura de tres bloques de contenidos relacionados con la AMI, donde la investigación tiene como objetivo fundamental la observación de una situación de aprendizaje sobre la desinformación y la verificación informativa.Mediante una metodología mixta que aúna los componentes cuantitativos y cualitativos con el diagnóstico de prácticas, la evaluación de las producciones del alumnado y su percepción sobre la relevancia que la AMI tiene, se observa cómo, a pesar del uso diario de Internet, buena parte del conjunto de estudiantes no comprueba la información que recibe a la vez que considera que la formación mediática e informativa debería ser mayor en la ESO por el interés que supone y la utilidad que tiene.

Media and Information Literacy constitutes a fundamental competency framework in the educational field of ESO due to the critical analysis of information and communication that it implies, even more so with the prominence of the digital spectrum and the level of use of mobile devices by the adolescent population. However, despite the recommendations at European level and the different legislations in the Spanish territory, it has not been developed in depth in the country except for a few outstanding initiatives.Given the characteristics of this context, what is proposed in this paper is the analysis of the design, development and implementation of a teaching-learning intervention carried out in IES Andalán and IES Villanueva de Gállego, located in the province of Zaragoza. This is composed of a structure of three blocks of content related to the AMI, where the research has as its main objective the observation of a learning situation on disinformation and information verification.By means of a mixed methodology that combines quantitative and qualitative components through the diagnosis of practices, the evaluation of students’ productions and their perception of the relevance of AMI, it is observed how, despite the daily use of the Internet, a good part of the students do not check the information they receive and at the same time consider that media and information training should be greater in ESO due to its interest and usefulness.