Vol. 4 No. 2 (2025): Media Literacy in the Digital Age: Multidisciplinary Approaches in Education

In today’s digital era, media literacy has emerged as an essential skill for effective and critical participation in society. The convergence of traditional and digital media has transformed how information is produced, distributed, and consumed, creating the need for educational approaches that address these complex dynamics.

Media literacy encompasses not only the ability to access information but also to analyze, evaluate, and create content critically and ethically. This process is fundamental to developing informed and engaged citizens capable of navigating a media environment saturated with information and misinformation.

YUYAY, committed to disseminating multidisciplinary research in the educational field, acknowledges the importance of addressing media literacy in the digital age. This perspective is crucial for understanding how information and communication technologies are redefining educational processes and civic participation.

Proposed Themes for the Issue

1. Integrating Media Literacy into the Educational Curriculum:

• Strategies for incorporating media education across various levels and subjects.
• Developing critical competencies to engage with digital media.

• Analyzing the influence of digital platforms on identity and value formation.
• The role of education in managing information and combating misinformation.

• Privacy, security, and ethical considerations in using digital media.
• Responsibilities of educators and students in producing and consuming digital content.

• Leveraging applications, video games, and interactive resources to teach media competencies.
• Assessing the effectiveness of digital tools in learning processes.

• Professional development programs for educators in the use and teaching of digital media.
• Case studies and experiences in implementing media literacy programs.

• Contributions from social sciences, humanities, and arts to the understanding and teaching of media literacy.
• Research addressing the intersection of media education with other disciplines.

• Understanding algorithms and their implications for information access.
• Utilizing game mechanics to develop media competencies.

• The potential of AI tools in teaching critical competencies.
• Examining the challenges posed by AI, including the creation of automated misinformation.

Under this premise and as an exercise in consolidating the published works, the direction of YUYAY proposes an issue an academic dialogue that enriches the understanding and application of these competencies in educational and social contexts. This special issue will serve as a valuable resource for educators, researchers, and professionals interested in promoting critical and engaged citizenship in the digital age.

Theoretical Framework and Recommendations for Authors

Critical Media Education Theory: Douglas Kellner and Jeff Share emphasize analyzing the power structures influencing media systems. They argue that “critical media literacy is not an option but a necessity in the digital age” (Kellner & Share, 2007).

Connectivism Theory: Proposed by George Siemens and Stephen Downes, this theory underscores the importance of creating and navigating networks of information. According to Siemens, “knowledge resides in networks” (Siemens, 2005).

Digital Literacy Theory: Authors like Gilster (1997) have defined digital literacy as the ability to understand and use information in multiple formats from a wide range of sources when presented through computers. This theory emphasizes the importance of skills such as critical evaluation of information and understanding digital media as communication tools. Gilster argues that “digital literacy is about mastering ideas, not keystrokes.”

Algorithmic Literacy: Noble (2018), in her work Algorithms of Oppression, analyzes algorithmic biases and their impact on information access, advocating for education about filter bubbles.

Gamification in Media Education: McGonigal (2011) argues that video game mechanics can foster collaborative and creative learning in educational contexts.

Media, Information, and Digital Literacy (MIDL): Hernández-Marín, Castro-Montoya, and Figueroa-Rodríguez (2024) examine evaluation tools for MIDL, highlighting the need to develop critical competencies for reflective interaction with media in the digital age.

Media Literacy in Pandemic Educational Contexts: Corona (2021) revisits the core principles of media literacy and proposes theoretical and conceptual updates, emphasizing its importance in educational contexts during the COVID-19 pandemic.

Evolution of the MIDL Concept: Hernández-Marín and Castro-Montoya (2020) explore the evolution of the concept of Media, Information, and Digital Literacy, emphasizing the need to foster critical abilities in consuming information from diverse media sources.

Maricela Páez Gerardo Mgtra.
Secretariat of Public Education: Mexico City, México.
https://ror.org/02e1c4h55  
https://orcid.org/0009-0003-8951-6758  

Rodolfo Silva Jurado Mg.S.
Universidad Tecnológica Ecotec: Samborondón, Ecuador
https://ror.org/04pe1sa24  
https://orcid.org/0000-0001-6488-8895