One of the scales most used to measure quickly and easily eHealth Literacy is the eHealth Literacy Scale (eHEALS); however, there was no validation of this scale in Spanish. Therefore, the aim of this study was to adapt and validate the eHealth Literacy Scale (eHEALS) to the Spanish context. Spanish translation of the scale eHEALS was administered along with other scales to measure some indicators of psychological well-being (self-esteem, subjective vitality and life satisfaction). A sample of 447 university students aged between 18 and 45 years was selected. An exploratory factor analysis, confirmatory factor analysis, analysis of invariance, reliability, temporal stability and bivariate correlations were performed. Exploratory factor analysis revealed a monofactorial structure that explained 52.55% of variance, with high factor loadings of the items. Reliability of 0.87 and test-retest correlation of 0.78 was obtained. The confirmatory factor analysis showed appropriate adjustments indices: χ2=66.60; p=0.00; χ2/ df=4.44; comparative fit index=0.97; incremental fit index=0.97; tucker lewis index=0.94; root mean square of approximattion =0.08; standardized root mean square residual=0.05. The questionnaire was invariant by gender. Regarding the criterion validity, a statistically significant and positive correlations between 0.12 and 0.16 with three indicators of psychological wellbeing was obtained (self-esteem, subjective vitality and life satisfaction). The spanish version of the eHEALS tested in this work has shown to be a valid and reliable scale to measure eHealth competence in university students.

The advancements of technology have allowed digital transformation to reach all productive sectors, including the education sector and its members. This transformation is linked to emerging technologies, the digitalization of processes and resources, and the demand for users to upgrade to the latest technological updates. This research aims to analyze digital transformation and media literacy publications that impact higher education. Its purpose is to identify the types of research and topics they address and explore the scope of digital transformation in higher education institutions. The systematic mapping method was used to analyze 298 articles published in two databases, Scopus and Web of Science (WoS). Inclusion and exclusion criteria were applied to select the articles that could be included in this research. The results show that the largest proportion of articles were found in Scopus, and used both qualitative and quantitative empirical research methods, followed by theoretical-conceptual methods and, to a lesser extent, mixed methods. Likewise, the publications originated in five continents, and theJournal of Adolescent and Adult Literacyhad the largest number of publications, with 14. Forty-two percent of the studies were classified in the strategy category, with the most mentioned topic being digital pedagogies. This research provides a perspective on digital transformation studies in higher education institutions and their internalization approaches. This research may be of value to trainers, students, decision-makers, and researchers interested in transformation, educommunication, and educational innovation.

Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.

Mediamorfosis y desinformación en la infoesfera: Alfabetización mediática, digital e informacional ante los cambios de hábitos de consumo informativo

Interactive relationships in online learning communities can influence the process and quality of knowledge building. The aim of this study is to empirically investigate the relationships between network structures and social knowledge building in an asynchronous writing environment through discussion forums in a learning management system. The quality of the knowledge construction process is evaluated through content analysis, and the network structures are analyzed using a social network analysis of the response relations among participants during online discussions. Structural equation modeling is used to analyze relations between network structures and knowledge construction. Working on data extracted from a 6-week distance-learning experiment, we analyzed how 10 groups developed collaborative learning social networks when participants worked together on case resolution. The results show a positive correlation between cohesion and centralization, and the positive influence of the cohesion index and the centralization index on social presence and cognitive presence in knowledge building. However, this must be understood within the context of social networks in which messages sent to all group members occupy the center. This underlines the need for reinforcing participations that are directed to the group as a whole, and the importance of the fact the network contains both central and intermediate members. By contrast, we propose that the combination of analysis techniques used is a good option for this type of study while recognizing that it is necessary to continue validating the instruments in terms of their own theoretical suppositions.