ALFABETIZACIÓN MEDIÁTICA E INFORMACIONAL Y FORMACIÓN DOCENTE EN PAÍSES EN DESA-RROLLO: EL CASO DE PERÚ

Translated title of the contribution: MEDIA AND INFORMATION LITERACY AND TEACHER TRAINING IN DEVELOPING COUNTRIES: THE CASE OF PERU

Osbaldo Turpo Gebera, Ignacio Aguaded Gómez, Carlos Barros Bastidas

Research output: Contribution to journalArticlepeer-review

Abstract

The analysis of research on Media and Information Literacy (MIL) in Peruvian teacher training contributes to recognize its evolution and perspectives in the changing context of Peruvian society. For this purpose, the Systematic Literature Review (SRL) made it possible to select eighteen thesis reports sustained in Peruvian universities and retrieved from RENATI (Natio-nal Registry of Research Works). The results made evident the tendencies of research on AMI in teacher training, represented as a construct distant from the integrated sense, and on the contrary, represented in a disjunct way. In addition to its growing research interest, it was also recognized that there were some centralities in its knowledge, more in postgraduate than under-graduate studies, more oriented to continuing education than to initial training, more studies in private than in public universities and more in universities in the capital (Lima) than in the provinces. Such imbalances constitute challenges to be faced, and therefore, an urgent need for the training of teachers with an ethical and critical sense to confront the power of the media.

Translated title of the contributionMEDIA AND INFORMATION LITERACY AND TEACHER TRAINING IN DEVELOPING COUNTRIES: THE CASE OF PERU
Original languageSpanish
Pages (from-to)321-327
Number of pages7
JournalUniversidad y Sociedad
Volume14
Issue number2
StatePublished - 1 Mar 2022

Bibliographical note

Publisher Copyright:
© 2022, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.

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