BASIC DIGITAL LITERACY – REQUIREMENTS AND ELEMENTS

Ilka  Koppel; Sandra Langer

doi:10.22481/praxisedu.v16i42.7354

Autores/as

Ilka Koppel University of Education Weingarten – Germany https://orcid.org/0000-0001-6204-6379
Sandra Langer University of Education Weingarten – Germany https://orcid.org/0000-0003-2477-9912

DOI:

https://doi.org/10.22481/praxisedu.v16i42.7354

Palabras clave:

Digital, Alfabetización digital, Competencias, Inclusión digital

Resumen

La participación en la sociedad requiere no solo educación básica literaria y matemática, sino también alfabetización digital básica (couldry y hepp, 2016; BMBF y KMK, 2016). La investigación actual indica que las bajas competencias literarias y digitales están vinculadas (WOLF y KOPPEL, 2017; BUDDEBERG, 2019). 6.2 millones de adultos con baja literalidad viven en Alemania (GROTLÜSCHEN et al., 2019). Estas personas pueden escribir y comprender palabras u oraciones simples al leer, pero ni oraciones más largas ni textos coherentes. Sin embargo, esto conlleva un riesgo considerable de exclusión de la participación en diversas áreas de la vida (trabajo, finanzas, vivienda, decisión informada) (BUDDEBERG, 2019). Debido a los desarrollos tecnológicos, las personas con un bajo nivel de alfabetización digital son sistemáticamente (parcialmente) excluidas de la participación en la sociedad en la mayor parte del mundo. Esto lleva a la pregunta de qué es lo que define la alfabetización digital para no ser excluido de la sociedad debido a la baja alfabetización digital. En este artículo discutimos qué es la alfabetización digital, incluido el concepto de competencia, y qué elementos abarca la alfabetización digital básica.

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Biografía del autor/a

Ilka Koppel, University of Education Weingarten – Germany

Professora júnior de ciências da educação, University of Education Weingarten, Alemanha.

Sandra Langer, University of Education Weingarten – Germany

Academic assistant, University of Education Weingarten, Germany.

Citas

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