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

Osbaldo Turpo Gebera, Ignacio Aguaded Gómez, Carlos Barros Bastidas

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

Resumen

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.

Título traducido de la contribuciónMEDIA AND INFORMATION LITERACY AND TEACHER TRAINING IN DEVELOPING COUNTRIES: THE CASE OF PERU
Idioma originalEspañol
Páginas (desde-hasta)321-327
Número de páginas7
PublicaciónUniversidad y Sociedad
Volumen14
N.º2
EstadoPublicada - 1 mar. 2022

Nota bibliográfica

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

Palabras clave

  • information literacy
  • media and information literacy
  • Media literacy
  • teacher training

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