media literacy and digital skills for enhancing critical thinking in networked society

A N A P É R E Z - E S C O D A , I n t e r n a t i o n a l U n i v e r s i t y o f L a R i o j a

R O S A G A R C Í A R U I Z , U n i v e r s i t y o f C a n t a b r i a

A N A C A S T R O - Z U B I Z A R R E T A , U n i v e r s i t y o f C a n t a b r i a

I G N A C I O A G U A D E D , U n i v e r s i t y o f H u e l v a

T R A C K 7 : A w o r l d o f D i g i t a l c o m p e t e n c e s , 2 0 O c t o b e r 2 0 1 7

V INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY

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MEDIA LITERACY AND DIGITAL SKILLS FOR ENHANCING CRITICAL THINKING IN METWORKED SOCIETY

1 . F O C U S I N G M I L L E N I U M N E C E S S I T I E S

TRADITIONAL LITERACY MULTILITERACIES

NEW ABILITIES

NEW COMPETENCES

NEW SKILLS

NEW KNOWLEDGE

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1 . 1 I N T E R N A T I O N A L R E S P O N S E

1990, INTERNATIONAL CONFERENCE OF JOMTIEN, “World Declaration on Education for All”

1994, the Bangemann Report entitled “Europe and the Global Information Society

1997, DeSeCo PROJECT, “Definition and Selection of Competencies”

2000, DAKAR, World Education Forum2003, The global action of Education for Sustainable Development

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2 . T W O E S S E N T I A L C O N C E P T S

MEDIA

LITERACY

DIGITAL SKILLS

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2 . 1 M E D I A L I T E R A C Y

SOCIAL CONCERN EDUCATIONAL CONCERN

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2 . 1 M E D I A L I T E R A C Y

1• IDENTIFY CRITICAL UNDERSTANDING

2• CITIZENS ENGAGEMENT

3• PROMOTE GOOD PRACTICES

4• FACILITATE AND EXTEND ACCESS TO ICT

5• PROMOTE PUBLIC DEBATE

6• PROMOTE MEDIA EDUCATION IN CURRICULA

7• SUSTAIN MEDIA LITERACY INITIATIVES TO SHARE VALUES

8 • ACTIVE INVOLVEMENT

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2 . 2 D I G I T A L S K I L L S

In 2006 the European Parliament acknowledged 8 Key Competences for Life Long Learning. DIGITAL

COMPETENCE was one of them

These key competences supported specific needs and reflects new requirements (knowledge, skills and attitudes) for the Digital

Age.

Digital competence began having its own identity. DIGCOMP Project (2011-2012)

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PROBLEM SOLVING

SAFETY

DIGITAL CONTENT CREATION

COMMUNICATION AND COLLABORATION

INFORMATION AND DATA LITERACY



2 . 3 D I G I T A L S K I L L S

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3 . T H E S T U D Y : T H E S A M P L E

STUDENTS TEACHERS


FAMILIES


+ +

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3 . 2 M E T H O D O L O G Y

Ø Confirm the access to mobile devices of the sample

Ø Investigate the daily use of media and ICT

Ø Know about the habits to determine the fluency

Ø Determine the conciousness of in critical thinking

Ø Establish differences among population groups

ü Data collection from different

places

ü Short pilot tests in all samples:

teachers, families and

students

ü Focus groups



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3 . 3 R E S U L T S A N D D I M E N S I O N S



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MOBILE APPS AND SOCIAL MEDIA: ENABLERS OF MEDIA LITERACY IN PRIMARY SCHOOLS

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3 . 4 E X P E C T E D R E S U L T S

Global results that will give a general overview, focusing on differences orsimilarities among countries

Significant results about to key aspects in ourcurrent society: media literacy and digital skills

Promote specific actions regarding theresults obtained to develop and foster theseareas

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T R A C K 7 : A w o r l d o f D i g i t a l c o m p e t e n c e s , 2 0 O c t o b e r 2 0 1 7

V INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY

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