Cartografía de la alfabetización digital: categorías conceptuales y principales asuntos en la teorización y estudio de los alfabetismos digitales
DOI:
https://doi.org/10.1344/der.2023.43.66-84Palabras clave:
alfabetización digital, cartografía, categorización, mapeo de asuntos, análisis de redesResumen
Este artículo presenta una cartografía del campo académico de la alfabetización digital. Dicha cartografía se compone de dos secciones: una categorización del campo a través de la revisión y análisis de literatura, y una exploración de sus asuntos principales a través del análisis temático y de redes. Por un lado, se encuentran cinco categorías conceptuales de los alfabetismos digitales: funcional, sociocultural, crítica, transformativa y sociomaterial. Por otro lado, se describen los asuntos principales con 21 temas recurrentes de la alfabetización digital y redes que describen los intereses más destacados en esta materia, concluyendo con una interpretación de estos en la composición de 8 espacios de asuntos que abarcan: concepciones y prácticas de la alfabetización digital, alfabetización digital en educación, acceso y brecha digital, textos digitales y alfabetismo, sitios web y redes sociales, tecnologías digitales en el lugar de trabajo y en el sector de la salud, usuarios y usos de las tecnologías digitales y asuntos relacionados a la información. Finalmente, se dedican algunos párrafos a las limitaciones de la categorización y mapeo de asuntos.
Citas
Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An open source software for exploring and manipulating networks. Proceedings of the Third International Conference on Weblogs and Social Media. ICWSM, California.
Bawden, D. (2008). Origins and Concepts of Digital Literacy. In C. Lankshear & M. Knobel (Eds.), Digital Literacies (pp. 17–32). Peter Lang.
Bhatt, I., & Roock, R. (2014). Capturing the sociomateriality of digital literacy events. Research in Learning Technology, 21: 21281, 1–19. https://doi.org/10.3402/rlt.v21.21281
Bhatt, I., Roock, R., & Adams, J. (2015). Diving deep into digital literacy: Emerging methods for research. Language and Education, 29(6), 477–492. https://doi.org/10.1080/09500782.2015.1041972
Blei, D. (2012). Probabilistic Topic Models. Communications of the ACM, 55(4), 77–84. https://doi.org/10.1145/2133806.2133826
Blei, D., Ng, A., & Jordan, M. (2003). Latent dirichlet allocation. The Journal of Machine Learning Research, 3, 993–1022.
Bounegru, L., Venturini, T., Gray, J., & Jacomy, M. (2017). Narrating Networks: Exploring the Affordances of Networks as Storytelling Devices in Journalism. Digital Journalism, 5(6), 699–730.
Brandes, U. (2001). A Faster Algorithm for Betweenness Centrality. Journal of Mathematical Sociology, 25(2), 163–177. https://doi.org/10.1080/0022250x.2001.9990249
Chaka, C. (2019). Re-imagining literacies and literacies pedagogy in the context of semio-technologies. Nordic Journal of Digital Literacy, 14(1–2), 54–69. https://doi.org/10.18261/issn.1891-943x-2019-01-02-05
Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons and evaluative criteria. Qualitative Sociology, 13, 3–21. https://doi.org/10.1007/bf00988593
Darvin, R. (2017). Language, Ideology, and Critical Digital Literacy. In S. Thorne & S. May (Eds.), Language, Education and Technology (pp. 1–14). Springer International Publishing.
Dezuanni, M. (2015). The building blocks of digital media literacy: Socio-material participation and the production of media knowledge. Journal of Curriculum Studies, 47(3), 416–439. https://doi.org/10.1080/00220272.2014.966152
Fenwick, T. (2015). Sociomateriality and Learning: A critical approach. In D. Scott & E. Hargreaves (Eds.), The Sage Handbook of Learning (pp. 83–93). Sage Publications Ltd.
Figuerola, C., García, F., & Pinto, M. (2017). Mapping the evolution of library and information science (1978–2014) using topic modeling on LISA. Scientometrics, 112, 1507–1535. https://doi.org/10.1007/s11192-017-2432-9
Garcia, A., Mirra, N., Morrel, E., Martinez, A., & Scorza, D. (2015). The Council of Youth Research: Critical Literacy and Civic Agency in the Digital Age. Reading & Writing Quarterly, 31, 151–167. https://doi.org/10.1080/10573569.2014.962203
Gilster, P. (1997). Digital Literacy. Wiley Computer Pub.
Godhe, A.-L. (2019). Digital Literacies or Digital Competence: Conceptualizations in Nordic Curricula. Media and Communication, 7(2), 25–35. https://doi.org/10.17645/mac.v7i2.1888
Gourlay, L., & Oliver, M. (2013). Beyond “the social”: Digital literacies as sociomaterial practice. In R. Goodfellow & M. Lea (Eds.), Literacy in the Digital University (pp. 79–94). Routledge.
Hagerman, M. S. (2019). Digital Literacies Learning in Contexts of Development: A Critical Review of Six IDRC-Funded Interventions 2016–2018. Media and Communication, 7(2), 115–127. https://doi.org/10.17645/mac.v7i2.1959
Hargittai, E. (2009). An Update on Survey Measures of Web-Oriented Digital Literacy. Social Science Computer Review, 27(1), 130–137. https://doi.org/10.1177/0894439308318213
Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: A framework for curriculum integration. Research in Learning Technology, 21: 21334, 1–16. https://doi.org/10.3402/rlt.v21.21334
Jensen, M. (2019). Digital Literacy in a Sociomaterial Perspective. In Kidmore End (Ed.), European Conference on e-Learning (pp. 659–661).
Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211–221. https://doi.org/10.1177/0163443710393382
Lanham, R. (1995). Digital Literacy. Scientific American, 273(3), 198–200.
Lankshear, C., & Knobel, M. (Eds.). (2008). Digital Literacies: Concepts, Policies and Practices. Peter Lang.
Latour, B. (2004). Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30(2), 225–248. https://doi.org/10.1086/421123
Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford University Press Inc.
Lee, K., Park, S., Gee Jang, B., & Cho, B.-Y. (2019). Multidimensional Approaches to Examining Digital Literacies in the Contemporary Global Society. Media and Communication, 7(2), 36–46. https://doi.org/10.17645/mac.v7i2.1987
Leu, D., Kinzer, C., Coiro, J., Castek, J., & Henry, L. (2017). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. Journal of Education, 197(2), 1–18. https://doi.org/10.1177/002205741719700202
Lohnes Watulak, S., & Kinzer, C. (2013). Beyond Technology Skills: Toward a Framework for Critical Digital Literacies in Pre-Service Technology Education. In J. Ávila & J. Zacher Pandya (Eds.), Critical Digital Literacies as Social Praxis (pp. 127–153). Peter Lang.
Lund, A., Furberg, A., & Björk, G. (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication, 7(2), 47–58. https://doi.org/10.17645/mac.v7i2.1880
Martin, A. (2008). Digital Literacy and the “Digital Society.” In C. Lankshear & M. Knobel (Eds.), Digital Literacies (pp. 151–176). Peter Lang.
Martin, A. (2015). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249–267.
McCallum, A. (2002). MALLET: A Machine Learning for Language Toolkit. Open Source Software. http://mallet.cs.umass.edu
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279.
Nichols, P., & Stornaiuolo, A. (2019). Assembling “Digital Literacies”: Contingent Pasts, Possible Futures. Media and Communication, 7(2), 14–24. https://doi.org/10.17645/mac.v7i2.1946
Njenga, J. (2018). Digital literacy: The quest of an inclusive definition. Reading & Writing, 9(1), 1–7. https://doi.org/10.4102/rw.v9i1.183
Oliveira Nascimento, A. K., & Knobel, M. (2017). What’s to be learned? A Review of Sociocultural Digital Literacies Research within Pre-service Teacher Education. Nordic Journal of Digital Literacy, 12(3), 67–88. https://doi.org/10.18261/issn.1891-943x-2017-03-03
Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163–174. https://doi.org/10.1080/01596306.2014.942836
Pötzsch, H. (2016). Materialist Perspectives on Digital Technologies: Informing Debates on Digital Literacy and Competence. Nordicom Review, 37(1), 119–132.
Rantala, L., & Suoranta, J. (2008). Digital Literacy Policies in the EU: Inclusive Partnership as the Final Stage of Governmentality? In C. Lankshear & M. Knobel (Eds.), Digital Literacies (pp. 91–118). Peter Lang.
Rogers, R., Kil, A., & Sánchez-Querubín, N. (2015). Issue Mapping for an Ageing Europe. Amsterdam University Press.
Søby, M. (2008). Digital Competence: From Education Policy to Pedagogy: The Norwegian Context. In C. Lankshear & M. Knobel (Eds.), Digital Literacies (pp. 119–150). Peter Lang.
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5: 1519143, 1–21. https://doi.org/10.1080/2331186x.2018.1519143
Spires, H. (2019). Critical Perspectives on Digital Literacies: Creating a Path Forward. Media and Communication, 7(2), 1–3. https://doi.org/10.17645/mac.v7i2.2209
Traxler, J. (2018). Digital literacy: A Palestinian refugee perspective. Research in Learning Technology, 26: 1983, 1–21. https://doi.org/10.25304/rlt.v26.1983
Venturini, T. (2010a). Building on faults: How to represent controversies with digital methods. Public Understanding of Science, 21(7), 796–812.
Venturini, T. (2010b). Diving in magma: How to explore controversies with actor-network theory. Public Understanding of Science, 19(3), 258–273.
Venturini, T., Bounegru, L., Jacomy, M., & Gray, J. (2017). How to Tell Stories with Networks: Exploring the Narrative Affordances of Graphs with the Iliad. In M. Schäfer & K. van Es (Eds.), Datafied Society (pp. 155–170). Amsterdam University Press.
Yifan, H. (2005). Efficient, High‐Quality Force‐Directed Graph Drawing. Mathematica Journal, 10(1), 37–71.
Yuan, C., Wang, L., & Eagle, J. (2019). Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications. Media and Communication, 7(2), 128–136. https://doi.org/10.17645/mac.v7i2.1912
Yue, A., Nekmat, E., & Beta, A. (2019). Digital Literacy Through Digital Citizenship: Online Civic Participation and Public Opinion Evaluation of Youth Minorities in Southeast Asia. Media and Communication, 7(2), 100–114. https://doi.org/10.17645/mac.v7i2.1899
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2023 Digital Education Review
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
El/la autor/a que publica en esta revista está de acuerdo con los términos siguientes:
- El/la autor/a conserva los derechos de autoría y otorga a la revista el derecho de primera publicación de la obra
- Los textos publicados en Digital Education Review están bajo una licencia Reconocimiento-No comercial-Sin obras derivadas 3.0 España de Creative Commons.
- Para poder mencionar los trabajos se debe citar la fuente (DER) y el autor del texto.
- Digital Education Review (DER) no acepta ninguna responsabilidad por los puntos de vista y las declaraciones hechas por los autores en su trabajo.