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Fundamentos en competencias digitales

Marianella Sánchez Sobrino, Amado Vásquez Sanez, Carlos Tanaka Palao

Lima: Fondo Editorial Universidad San Ignacio de Loyola (2025), 169 pp.

"[... ] la presente guía se fundamenta en el marco [conceptual europeo] DigComp 2.2, que establece un estándar claro sobre las competencias digitales necesarias para interactuar en el mundo actual. A lo largo de este documento, abordamos cinco competencias clave: búsqueda y gestión de informaci� ... more

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Seguridad digital y prevención de violencias: Una guía para educadores

Camilo Arratia, Wilfredo Jordán

La Paz: InternetBolivia; Asociación Aguayo; Fundación Educación y Cooperación (Educo) (2025), 20 pp.

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"Und dann wollte er Nacktfotos": So machst du dein Kind stark gegen sexuelle Belästigung im Netz. Tipps fur Eltern

Sabine Harnau, Sabrina Lettenmaier

Ludwigshafen: klicksafe; Medienanstalt Rheinland-Pfalz (2024), 11 pp.

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Cybergrooming: Sexuelle Gewalt im Internet. Arbeitsmaterialien für Schule und Jugendarbeit

Rebecca Michl-Kraus, Dominique Facciorusso, Stefanie Rack

Ludwingsafen: klicksafe; Medienanstalt Rheinland-Pfalz (2024), 32 pp.

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Feel the influence

Act On!; JFF Institut für Medienpädagogik (2024), 2 pp.

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Challenge-Check

Act On!; JFF Institut für Medienpädagogik (2024), 2 pp.

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Guia para familias. Adolescentes y uso de pornografía

Giulia Testa, Alejandro Villena, Gemma Mestre, Carlos Chiclana

UNIR (2024), 40 pp.

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Zu nackt fürs Internet?

Düsseldorf: klicksafe; Landesanstalt für Medien NRW (2023), 2 pp.

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Wenn das Smartphone zur Hölle wird. Cybermobbing bei Jugendlichen: Tipps für Eltern & Lehrkräfte

Mainz: Weißer Ring, 3. Aufl. (2023), 18 pp.

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In the intersections between media and education: Teachers’ practices and factors associated with developing students’ media literacy in secondary schools

Priscila Berger

Ilmenau: Doctoral Thesis Technische Universität Ilmenau (2023), xiv, 124 pp.

"Policies and guidelines at different levels officially involve schools in promoting media education. In this regard, the responsibility for putting media education initiatives and guidelines into practice is mainly on the teachers. However, little is known about under what circumstances young peopl ... e tend to rely on teachers to develop media competencies and how the variance in teachers’ engagement in media education can be explained. The present work seeks to verify what factors are associated with students’ learning of media-related aspects from teachers and teachers’ efforts in developing students’ media-related competencies. The framework adopted in the empirical work consists of three main aspects. First, it refers to concepts of media pedagogy and educommunication to address teachers’ practices involving media. These practices correspond to the interplay of fostering students’ media competencies with using media use for instruction and mediating students’ media use. Second, it addresses the variety of media-related competencies prescribed in media and digital literacy guidelines. Finally, based on previous research in the field, the framework includes contextual and individual characteristics as influencing factors of media education practices. The first study approaches teachers’ role as media educators. This study explores the characteristics of students, schools, and countries that are associated with the incidence of learning computer and information competencies primarily from teachers. Therefore, data from 14 participant countries in the 2013 International Computer and Information Literacy Study were analyzed with a three-level regression model. The findings show that the most significant predictors are at the individual’s level, as gender, access to ICTs at home, parental socioeconomic conditions, and self-efficacy concerning ICT yield positive associations with recognizing teachers as primary digital mentors. The schools’ characteristics do not show significant associations. At the country level, ICT Development Index associates negatively and significantly with students’ relying on teachers to develop computer and information competencies. The second study focuses on content taught in media education at school, accounting for the comprehensiveness of topics and competencies that are part of media literacy frameworks. The goal is to identify aspects that favor and disfavor teachers’ practice of media education integrated into traditional school subjects. With linear regression analysis, models including teachers’ and schools’ characteristics are tested to predict the fostering of different areas of media competence and the mediation of opportunities and risks in students’ media use. Therefore, data collected from secondary teachers in the Thuringia State, Germany, in a project in which the author was involved were analyzed. The series of analyses conducted reflect the process of model development. Considering all models tested to predict teaching of different areas of media competence, the positive and strong associations with ICT use and perceived importance of the competence area are a constant. However, how teachers evaluate the ICT available at their school does not usually play a role. Moreover, it became clear that media education has less room in Gymnasium schools than in other school types, and most competence areas tend to be fostered in non-STEM subjects. The third study addresses the use of ICTs to foster students’ media-related competencies. The associations between teaching with and teaching about media in the data collected from teachers in Thuringia are tested through exploratory structural equation modeling. Therefore, the fostering of different media competence areas and the use of various types of ICT are considered. Moreover, their associations are tested, controlling for schools’ and teachers’ traits. The results show that teachers’ use of computer laboratories and basic computer programs with their students predicts all four competence areas positively and strongly. The use of mobile devices and online applications in class yield significant associations with fostering information competence. Conversely, using presentation and visualization ICTs does not seem to be involved in activities promoting media literacy. The effects of training, collaboration, and satisfaction with the school’s ICT observed in the regression analyses of the second study are confirmed. The findings presented can contribute to refining the discussions about media education in the academic, political, and educational spheres. To consolidate media education in schools, it is pertinent to consider teachers’ different practices involving media, the several dimensions of media literacy competences, and the variety of ICTs that may be used in classes. These dimensions should be integrated into teachers’ training so that they get solid preparation to practice media education and develop an awareness of the extent of their role as media educators." (Abstract) more

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La deuda en Alfabetización Mediática e Informacional en Centroamérica: Necesidades de las y los jóvenes en Guatemala y El Salvador para un uso inteligente de medios

Bonn: Deutsche Welle DW Akademie (2023), 51 pp.

"Las competencias y conocimientos en Alfabetización Mediática e Informacional (AMI) sirven para enfrentar fenómenos como la desinformación, la discriminación, el discurso de odio y el ciberacoso. La AMI se puede transmitir de diversos modos: se puede aprender con materiales lúdicos en la escue ... more

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Ni zorras ni héroes: Guía para trabajar el consumo de pornografía en menores. Conceptos básicos y actividades para llevar a cabo con grupos de adolescentes o en tutorías educativas

Miryam Barbero Reyes

Granada: Diputación de Granada (2023), 36 pp.

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Guia tá na rede! O que vira é navegar com segurança. Para crianças e adolescentes

Elaine Souza, Viviane Delgado, Carolina Nascimento

São Paulo: Viração Educomunicação; Projeto Consulta Brasil (2022), 51 pp.

"A internet já faz parte da vida de crianças e adolescentes. No Brasil, são 24,3 milhões de meninas e meninos conectados! Eles usam a rede para estudar, jogar, namorar, conversar com a galera e muitas outras atividades do dia a dia. Mas 3 milhões de crianças e adolescentes, entre 9 e 17 anos, ... more

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Guia tá na rede! O que vira é navegar com segurança. Para famílias e educadores

Elaine Souza, Viviane Delgado, Carolina Nascimento

São Paulo: Viração Educomunicação; Projeto Consulta Brasil (2022), 51 pp.

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Digitale Achtsamkeit: Handreichung für Lehrkräfte

Thomas Rudel, Michael Reder

Klett Mint; Barmer (2022), 20 pp.

"In dieser fächerübergreifenden Unterrichtseinheit werden die Schülerinnen und Schüler für das Thema digitale Achtsamkeit sensibilisiert. Sie sollen erkennen, dass es wichtig ist, selbstbestimmt und vernünftig über die Verwendung digitaler Medien zu entscheiden. Oft lassen wir uns von Emotion ... more

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Digital Citizenship Education Handbook: Being online, Well-being online, Rights online
Key Guidance

Janice Richardson, Elizabeth Milovidov

Strasbourg: Council of Europe (2022), 135 pp.

"The Digital citizenship education handbook is intended for teachers and parents, education decision makers and platform providers alike. It describes in depth the multiple dimensions that make up each of 10 digital citizenship domains, and includes a fact sheet on each domain providing ideas, good ... more

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Redes sociales y ciudadanía: Ciberculturas para el aprendizaje
Top Insights

Ignacio Aguaded, Arantxa Vizcaino Verdú, Ángel Hernando Gómez, Mónica Bonilla del Río (eds.)

Huelva: Grupo Comunicar Ediciones (2022), 1181 pp.

"Presentamos en este texto una ingente obra colectiva de investigaciones, propuestas, reflexiones, estudios y proyectos en el emergente ámbito de la educación mediática. Con 151 capítulos de 298 autores únicos se ofrece una panorámica general en un mundo postpandemia global con un análisis po ... more

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Methods in Practice: Studying Children and Youth Online

Sirkku Kotilainen (ed.)

University of Tampere (2022), 59 pp.

"This publication is about actual cases of making the research on digital cultures of children and young which can be of help in the methodological sense. Hopefully, the cases as reflective narratives of already implemented studies, can help the reader to avoid pitfalls on the way of studying childr ... more

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Dinámicas para prevenir conflictos en Instagram en el aula de la educación física

Ministerio de Asuntos Económicos y Transformación Digital; Instituto Nacional de Ciberseguridad (INCIBE); Internet Segura for Kids (is4k) (2022), 7 pp.

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Guía abuso de internet y ciberbullying: Información básica e indicaciones para familias

Rafael López-Sidro López

Madrid: Confederación Española de Asociaciones de Padres y Madres del Alumnado (CEAPA) (2022), 49 pp.

Digital Citizenship Education Handbook: Being online, Well-being online, Rights online Key Guidance

Redes sociales y ciudadanía: Ciberculturas para el aprendizaje Top Insights

Digital Citizenship Education Handbook: Being online, Well-being online, Rights online
Key Guidance

Redes sociales y ciudadanía: Ciberculturas para el aprendizaje
Top Insights