The Information and Knowledge Society demands the development of skills for the critical and responsible consumption and use of technology for leisure, personal, professional, academic development, and citizen participation. The international frameworks of “21st Century Competences” underline the importance of digital competence as the axis to enhance the rest of competences. This key competence goes beyond the operational use of technological tools and applications and has been studied from different approaches. This research explores digital literacy in eight international frameworks from different institutions and initiatives: UNESCO, European Union, OECD, ATCS, P21, NETS, NAEP, and Engauge, from which a content analysis is performed, and where the areas of scope of the competencies and the relationships between the different proposals are explored. The findings contribute to the understanding of an integrated approach to digital literacy, where six dimensions are identified: critical, cognitive, operational, social, emotional, and projective. Three dimensional profiles are also identified that point towards the critical use of technology, the appropriation of technology in daily life and social innovation, which invites a rethink towards digital literacy from a multi and interdimensional vision.

Introducción: Ante una inminente era digital marcada por la globalización y la innovación tecnológica, diferentes organismos plantearon la importancia de innovar la educación con las denominadas competencias del siglo XXI. La necesidad de nuevas habilidades para participar de la cultura digital es destacada en diferentes propuestas, donde la competencia digital es clave y fundamental para vivir, trabajar y participar en la sociedad del conocimiento. Metodología: Este trabajo tiene por objetivo generar una propuesta integrada de la alfabetización digital mediante un análisis comparado de la competencia digital en ocho marcos de competencias del siglo XXI (ATCS, enGauge, Naep, Nets, OCDE, P21, Unesco, Unión Europea), los cuales son estudiados en tres grandes bloques temáticos: a) definición, b) objetivos y visión y c) competencias y habilidades. Resultados: La alfabetización digital abarca un enfoque holístico, nutrido por diferentes alfabetizaciones, desde el cual se construye un meta-marco con nueve competencias: tres competencias directas, 1)información y datos, 2) comunicación y colaboración y 3) técnica; cinco competencias transversales, 4) resolución de problemas, 5) ciudadanía global y conciencia multicultural, 6) interpersonal, 7) pensamiento de futuro, 8) pensamiento creativo y 9) pensamiento crítico; y 53 habilidades digitales cognitivas, críticas, técnicas, sociales, emocionales y proyectivas. Conclusiones: La alfabetización digital multidimensional consolida la perspectiva tecnosocial para el empoderamiento y apropiación tecnológica, que supera el uso operativo de las herramientas y promueve el uso amplio, significativo e innovador de la tecnología para la construcción de una sociedad equitativa, el empleo digno, la participación social, entre otros propósitos conectados con la Agenda 2030 para el Desarrollo Sostenible.

Considerable interest has recently emerged among communication scholars around what has been called the ‘information disorder’, that is, a constellation of media genres that includes disinformation, misinformation, fake news, propaganda and hyperpartisan news. The rise in this type of information pollution is related to a crisis of public communication where the public sphere in many countries has become divided and challenged by social and political tensions. On the other hand, the digital space emerges as a socio-technological environment configured around platforms that condition emotional expression through their affordances, favoring the appearance of affective publics. Taking the above into account, this paper offers a conceptual framework for understanding the role played by emotions in our present ‘information disorder’ and the societal risks that arise from it. It examines how fake news strategically relies on emotionally provocative content to induce outrage and other strong feelings among users, which are then viralized on platforms. The paper concludes by presenting some lines of action for minimizing those risks from the point of view of media literacy.

Emotions have become increasingly important in our time, in all realms of social reality. This revaluation of the affective dimension of the person is revealed in its common presence as subject of research in many fields of knowledge. Also in Media and Communications studies, and specifically in relation to the use of digital technology, there is an academic interest in emotions. This paper maps the field of study where emotions and digital technology converge, specifically in the use of the Internet. There appears a vibrant, wide and complex field of study in which come together approaches of different types, both on the theoretical plane and on the methodological one. The article provides an overview of research carried out in this subject, which includes the study of social media as spaces of interaction where emotions are displayed, the massivescale emotional contagion or the sentiment analysis in the digital platforms, among other topics. We conclude that the Net not only arouses emotions in users and serves as a channel for the expression of affection, but also influences the way in which this affection is modulated and displayed, as well as the configuration of the personal identity of the users of the Internet. Las emociones han adquirido una importancia creciente en nuestra época, en todos los ámbitos de la sociedad. Esta revalorización de la dimensión afectiva de la persona se ha reflejado, a su vez, en su inclusión como objeto de estudio en investigaciones de numerosas ramas del saber. También dentro de los estudios en Comunicación, y en concreto en relación con la tecnología digital, existe un interés académico por las emociones. Por medio de una profunda revisión bibliográfica, en este trabajo se traza un mapa del campo de estudio en el que convergen las emociones y la tecnología digital; más concretamente, en el uso de Internet. En él se advierte un campo de investigación vibrante, amplio y complejo, en el que confluyen aproximaciones de diferente tipo, tanto en el plano teórico como en el metodológico. El artículo presenta un panorama de las investigaciones realizadas en esta materia, que abarca desde el estudio de las redes sociales como espacios de interacción en el que las emociones son expresadas, el contagio emocional a gran escala o el análisis de sentimientos en las plataformas digitales. Se concluye que la Red no sólo despierta emociones en sus usuarios y sirve de cauce para la expresión de los afectos, sino que también influye en el modo en que dicho afecto se modula y despliega, así como en la configuración de la identidad de la persona.

The following research has as its starting point the previous existence of different approaches to the study of digital literacy, which reflect a specialisation by area of study as well as connections and complementarity between them. The paper analyses research from the last 50 years through 11 key terms associated with the study of this subject. The article seeks to understand the contribution of each term for an integrated conceptualisation of digital literacy. From the data science approach, the methodology used is based on a systematized review of the literature and a network analysis using Gephi. The study analyses 16,753 articles from WoS and 5,809 from Scopus, between the period of 1968 to 2017. The results present the input to each key term studied as a map of keywords and a conceptual framework in different levels of analysis; in these, we show digital literacy as a central term that connects and integrates the others, and we define it as a process that integrates all the perspectives. The conclusions emphasise the comprehensive sense of digital literacy and its social condition, as well as the transversality to human life. This research aims to understand the relationships that exist between the different areas and contribute to the debate from a meta-theoretical level, validating meta-research for this interdisciplinary purpose.

This research aims to portray the way young adult people interact with news and how their consumption is affected by advertising and personal data sharing. 'Digital News Report Spain 2018', a questionnaire on the consumption of digital media undertaken by a national panel of 2,023 Internet users, is used as a main source. Among the users mentioned, there were 293 young people from 25 to 34 years old who belong to the Millennial generation. Data from this report was completed with a qualitative study in which two focus groups were held, featuring people of that age frame residing in Navarre. The paper concludes that young adult people are generally interested in news, which they access mainly via mobile devices. Their interest grows when the content affects them directly, but also if they empathize with the topic. On the other hand, their familiar background and social routines shape the way they receive information. Young adult people still make use of traditional media, although they consider it ideologically biased. Advertising is something annoying, although they generally have little knowledge and even less intention to use ad-blockers. Finally, their review of the personalized services is negative, but they tend to give away personal data to media if this facilitates their news access. Esta investigación tiene como objetivo caracterizar cómo interactúan los jóvenes adultos con las noticias, en qué medida su consumo se ve condicionado por la presencia de publicidad y si se preocupan por la cesión de datos personales. Para ello, se toma como punto de partida el «Digital News Report Spain 2018», informe elaborado a partir de un cuestionario sobre consumo de medios digitales a un panel nacional de 2.023 internautas; de ellos, 293 son jóvenes de 25-34 años, que pertenecen a la generación «millennials». Estos datos se completaron con un estudio cualitativo, realizando dos grupos de discusión con personas de esa franja de edad residentes en la Comunidad Foral de Navarra. Entre las conclusiones de la investigación se señala que los jóvenes adultos se interesan por las noticias, a las que acceden de manera prioritaria por dispositivos móviles. Este interés es mayor cuando el contenido les afecta directamente o si empatizan con la temática de la noticia. Por otra parte, el entorno familiar y las rutinas sociales condicionan su manera de informarse. Siguen accediendo a medios tradicionales, aunque los consideran ideologizados. La publicidad la perciben como molesta, si bien no hay conocimiento ni un uso generalizado de bloqueadores. Finalmente, valoran negativamente los servicios de personalización actuales, aunque ceden algunos datos personales a los medios si le facilita el acceso a la información.