Alfabetización mediática, informacional y digital: autopercepción de los docentes en formación de telesecundaria en México

Castro-Montoya, Martha-Delia, Figueroa-Rodríguez, Sebastián and Hernández-Marín, José-Luis Alfabetización mediática, informacional y digital: autopercepción de los docentes en formación de telesecundaria en México. Revista Interamericana de Bibliotecología, 2024, vol. 47, n. 2, pp. 1-13. [Journal article (Paginated)]

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English abstract

This article analyzes the relationship between the self-perception of media, information, and digital literacy among future teachers of telesecondary education and their sociodemographic characteristics, such as sex, age and academic year is analyzed. A quantitative, descriptive, and correlational study was conducted with a sample of 148 students from the Bachelor's program in Teaching and Learning in Telesecondary Education at a teacher training school in Veracruz, Mexico. The data were collected through an ad hoc questionnaire, and their evaluation was carried out through statistical methods such as the t test, Spearman's correlation, and analysis of variance . The results revealed no significant differences in this type of literacy based on sex, age, or academic year. In addition, the majority of students perceive themselves at an intermediate level of this competency. This finding underscores the importance of future research for an objective assessment and the strengthening of training programs in media, information, and digital literacy for future teachers

Spanish abstract

En este artículo, se analiza la relación entre la autopercepción de la alfabetización mediática, informacional y digital de los futuros docentes de telesecundaria y sus ca-racterísticas sociodemográficas, como el sexo, la edad y el año académico. Se realizó un estudio cuantitativo, descriptivo y correlacional en una muestra de 148 estudiantes de la Licenciatura en Enseñanza y Aprendizaje de Telesecundaria de una escuela nor-mal en Veracruz, México. Los datos se recolectaron mediante un cuestionario ad hoc,y su evaluación se llevó a cabo a través de métodos estadísticos como la prueba t, la correlación de Spearman y análisis de varianza. Los resultados revelaron que no existen diferencias significativas en este tipo de alfabetización en función del sexo, la edad o el año académico. Además, la mayoría de los estudiantes se autoperciben con un nivel intermedio de esta competencia. Este hallazgo subraya la importancia de in-vestigaciones futuras para una evaluación objetiva y el fortalecimiento de programas formativos en alfabetización mediática, informacional y digital para futuros docentes.

Item type: Journal article (Paginated)
Keywords: Information literacy; media education; educa-tional technology; perception; higher education; alfabetización informacional; educación sobre medios de comunicación; tecnología educacional; percepción; educación superior
Subjects: C. Users, literacy and reading. > CB. User studies.
G. Industry, profession and education. > GH. Education.
Depositing user: Juan Camilo Vallejo Echavarria
Date deposited: 23 May 2024 22:20
Last modified: 23 May 2024 22:20
URI: http://hdl.handle.net/10760/45800

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