scholarly journals Disinformation and multiliteracy: A systematic review of the literature

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
Jesús Valverde-Berrocoso ◽  
Alberto González-Fernández ◽  
Jesús Acevedo-Borrega

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation. El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinformación.

2021 ◽  
Author(s):  
Marieta Gómez Montero ◽  
Gabriela Gómez Gómez1 ◽  
Luisa López-Sarasty ◽  
Valentina Moncada Cortes ◽  
Francisco Palencia-Sánchez

Objective: The purpose of this review is to collect and synthesize the information available about the strategies and recommendations established around the world, to guarantee the reopening of educational institutions, in a safe manner, in the context of the COVID-19 pandemic. In addition, it seeks to propose evidence-based recommendations, which allow the safe reopening of educational institutions in Colombia. Methods: A systematic review of the literature was carried out in databases such as Embase, Scopus, and Web of Science, as well as research in grey literature, social media, Google, and Google Scholar. In order to do this, a search equation was proposed, and subsequently, 19 articles were chosen, which met the determined inclusion criteria. Results: According to the analyzed literature, the recommendations come to light in order to guarantee a safe return. Conclusions: The COVID-19 pandemic, has caused an impact in all spheres of society, being the education, one of the most affected, because it has had a negative impact on the development of cognitive and social abilities, in particular, in the new generations, as a result of social distancing and the change of modality to remote and/or virtual education. For this reason, it is considered a priority the reopening educational institutions, in a safe manner, considering the evidence-based recommendations.


2011 ◽  
Vol 50 (2) ◽  
pp. 143-157 ◽  
Author(s):  
Katherine Hartman-Shea ◽  
Anne Hahn ◽  
Joanne Fritz Kraus ◽  
Grace Cordts ◽  
Jonathan Sevransky

Chirurgia ◽  
2017 ◽  
Vol 30 (5) ◽  
Author(s):  
Lucia Butrico ◽  
Andrea Barbetta ◽  
Salvatore Ciranni ◽  
Michele Andreucci ◽  
Pasquale Mastroroberto ◽  
...  

2003 ◽  
Vol 89 (1) ◽  
pp. 55-64 ◽  
Author(s):  
B Martin ◽  
M Paesmans ◽  
T Berghmans ◽  
F Branle ◽  
L Ghisdal ◽  
...  

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