Carregant...
Tipus de document
AltresData de publicació
Llicència de publicació
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/224011
Paradojas de la alfabetización mediática e informacional
Títol de la revista
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
Resum
[spa] Este recurso educativo abierto (OER) forma parte del proyecto europeo GEDIS – Gender Diversity in Information Science: Challenges in Higher Education, que promueve la creación de materiales formativos abiertos para abordar las desigualdades de género en la educación superior, con especial atención a las disciplinas de Información y Documentación. El material ha sido elaborado en el marco de la Summer School Barcelona del proyecto GEDIS.
El OER “Paradojas de la alfabetización mediática e informacional” invita a reflexionar sobre los desafíos contemporáneos de la alfabetización informacional y mediática desde una perspectiva crítica y contextual. Inspirado en la obra Paradoxes of Media and Information Literacy: The Crisis of Information (Haider y Sundin, 2022), el recurso explora cinco paradojas principales: la normatividad, la responsabilidad, la temporalidad, la confianza y la neutralidad. Estas paradojas ponen de relieve las tensiones inherentes al intento de formar ciudadanos informados y críticos en una sociedad caracterizada por la sobrecarga informativa, la desinformación y las desigualdades en el acceso y la comprensión de los medios.
El recurso está dirigido a tres públicos principales —personal bibliotecario, profesorado y estudiantado— y busca fomentar el debate sobre cómo enseñar alfabetización mediática e informacional en contextos democráticos y no democráticos, cuestionando las limitaciones de los enfoques tradicionales. Se enfatiza que la alfabetización no es universal ni neutral, sino que depende de marcos sociales, políticos y culturales, así como de la capacidad de los individuos para asumir responsabilidades informativas en entornos cada vez más complejos.
A través de sus distintos apartados, el material invita a repensar la relación entre conocimiento, poder y ciudadanía digital, y a reconsiderar el papel de las instituciones educativas y bibliotecarias en la promoción del pensamiento crítico y la confianza informativa. Este OER puede emplearse como material de apoyo en cursos universitarios sobre alfabetización informacional, educación mediática o estudios de comunicación, o bien como punto de partida para talleres de reflexión en entornos educativos y bibliotecarios. #GEDIS #SummerSchoolBarcelona
[eng] This Open Educational Resource (OER) is part of the European GEDIS Project – Gender Diversity in Information Science: Challenges in Higher Education, which promotes the creation of open educational materials to address gender inequalities in higher education, with a particular focus on the disciplines of Information and Documentation. The material was developed within the framework of the GEDIS Summer School held in Barcelona. The OER “Paradoxes of Media and Information Literacy” invites reflection on the contemporary challenges of media and information literacy from a critical and contextual perspective. Inspired by Paradoxes of Media and Information Literacy: The Crisis of Information (Haider and Sundin, 2022), the resource explores five key paradoxes: normativity, responsibility, temporality, trust, and neutrality. These paradoxes highlight the inherent tensions in the attempt to educate informed and critical citizens within a society marked by information overload, disinformation, and inequalities in media access and comprehension. The resource is aimed at three main audiences — library professionals, teaching staff, and students — and seeks to foster debate on how to teach media and information literacy in both democratic and non-democratic contexts, questioning the limitations of traditional approaches. It emphasises that literacy is neither universal nor neutral but depends on social, political, and cultural frameworks, as well as on individuals’ capacity to assume informational responsibility in increasingly complex environments. Through its various sections, the material encourages readers to rethink the relationship between knowledge, power, and digital citizenship, and to reconsider the role of educational and library institutions in promoting critical thinking and informational trust. This OER can be used as a supporting material in university courses on information literacy, media education, or communication studies, or as a starting point for reflection workshops in educational and library settings. #GEDIS #SummerSchoolBarcelona
[eng] This Open Educational Resource (OER) is part of the European GEDIS Project – Gender Diversity in Information Science: Challenges in Higher Education, which promotes the creation of open educational materials to address gender inequalities in higher education, with a particular focus on the disciplines of Information and Documentation. The material was developed within the framework of the GEDIS Summer School held in Barcelona. The OER “Paradoxes of Media and Information Literacy” invites reflection on the contemporary challenges of media and information literacy from a critical and contextual perspective. Inspired by Paradoxes of Media and Information Literacy: The Crisis of Information (Haider and Sundin, 2022), the resource explores five key paradoxes: normativity, responsibility, temporality, trust, and neutrality. These paradoxes highlight the inherent tensions in the attempt to educate informed and critical citizens within a society marked by information overload, disinformation, and inequalities in media access and comprehension. The resource is aimed at three main audiences — library professionals, teaching staff, and students — and seeks to foster debate on how to teach media and information literacy in both democratic and non-democratic contexts, questioning the limitations of traditional approaches. It emphasises that literacy is neither universal nor neutral but depends on social, political, and cultural frameworks, as well as on individuals’ capacity to assume informational responsibility in increasingly complex environments. Through its various sections, the material encourages readers to rethink the relationship between knowledge, power, and digital citizenship, and to reconsider the role of educational and library institutions in promoting critical thinking and informational trust. This OER can be used as a supporting material in university courses on information literacy, media education, or communication studies, or as a starting point for reflection workshops in educational and library settings. #GEDIS #SummerSchoolBarcelona
Descripció
This is an OER produced within the GEDIS Project – Gender Diversity in Information Science: Challenges in Higher Education.
Matèries (anglès)
Citació
San José, Claudia, Boté-Vericad, Juan-José. 2025. "Paradojas de la alfabetización mediática e informacional." Zenodo. https://doi.org/10.5281/zenodo.17333950.
Col·leccions
Citació
BOTÉ-VERICAD, Juan-josé, SAN JOSÉ, Claudia. Paradojas de la alfabetización mediática e informacional. [consulta: 23 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/224011]