Universidad Nacional de San Agustín de Arequipa (PERU)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 6253-6261
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1262
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The changes experienced by Peruvian society affect the various areas of personal and social life. Given the growing digitalization or virtualization of citizen services, training demands arise in the face of the new languages of information and communication. In this perspective, it is of interest to recognize the dynamics of media and information literacy of citizens, basically, it is a matter of establishing the relationship between Media and Information Literacy (MIL) and digital citizenship. For the recognition of the processes of acquisition of these competencies, 28 university thesis reports from the last 5 years were analyzed. These were retrieved from the National Repository of Research Papers (RENATI) and selected through the Systematic Literature Review (SLR), based on three search terms: Media Literacy, Information Literacy and Digital Citizenship. With the information retrieved and systematized, it was established that the triad composed of media and information literacy and digital citizenship present incipient advances in their development in the Peruvian reality, that is, the interrelations and projections of literacies, both media and information, are dimly linked to digital citizenship, as they do not promote active participation, both in virtual communities and in offline activities. The research findings also reveal that the participants of the formative experiences, scarcely emphasize the ethical use of information and present a limited understanding of the functioning of the media; inhibiting the emergence of a citizenship based on the use of digital technologies, so that they can assert their rights and fulfill their obligations. Such limitations do not contribute significantly to the construction of a digital citizenship. Likewise, the results show that university theses hardly address interactions between the referred constructs, revealing the scarce interest of national policies in the strengthening of digital citizenship and the development of media and information competences. Also, they make latent that the contexts of social formation, among them, the school in its various levels, are substantial elements for the construction of a digital citizenship. The recognition of the uses, limitations and deficits of MIL and digital citizenship would provide inputs for the development of public policies for digital governance.
media literacy, information literacy, digital citizenship, university thesis, Peru