<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000200125</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-2.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización mediática y aprendizaje. Aporte conceptual en el campo de la comunicación-educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Media Literacy and Learning. Conceptual Contribution in the Field of Media Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alfabetização midiática e aprendizagem. Contribuição conceitual no campo da comunicação-educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdivia-Barrios]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto-Torres]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Barraza]]></surname>
<given-names><![CDATA[Minka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Santiago  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>125</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las transformaciones sociales relacionadas con las tecnologías digitales y los nuevos medios ofrecen importantes desafíos a la educación. La escuela deja de ser el espacio protagónico, las formas de conocer y producir conocimiento se amplían y diversifican, y las prácticas comunicativas se complejizan. Esto hace necesario examinar las habilidades y aprendizajes que se deben promover para actuar y participar en los escenarios mediáticos y digitales. El artículo presenta una revisión conceptual crítica sobre alfabetización mediática y aprendizaje desde tradiciones latinoamericanas, estadounidenses y europeas, a partir de la recopilación y análisis de publicaciones que tratan las dos últimas décadas. Se propone una lectura que integra aportes teóricos tanto de la comunicación como de la educación. La alfabetización se entiende como una práctica social que implica construcción y consenso social para la generación y negociación de significados, gracias a la mediación del lenguaje; procesos que se logran a partir del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The social transformations related to digital technologies and new media offer important challenges to education. The school ceases to be the main space; ways of knowing and producing knowledge expand and diversify; and communicative practices become more complex. This makes it necessary to examine skills and learnings that should be promoted to act and participate in digital and media settings. This article presents a critical conceptual review on media literacy and learning from Latin American, American and European traditions. A reading integrating theoretical contribution from communication and education is proposed. Literacy is understood as a social practice that implies construction and social consensus for the generation and negotiation of meanings through language and learning. It offers pertinent guidelines for an educational curriculum in tune with the challenges of digitization and mediatization of society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As transformações sociais relacionadas com as tecnologias digitais e novos meios oferecem desafios significativos para a educação. O espaço da escola deixa de ser protagonista, as formas de conhecer e produzir conhecimento se ampliam e se diversificam, as práticas de comunicação ficam más complexas. Isso torna necessário examinar as habilidades e aprendizagens que devem ser promovidas para atuar e participar nos espaços midiáticos e digitais. O artigo apresenta uma revisão crítica conceitual sobre a alfabetização midiática e aprendizagem, a partir das tradições Latino-americanas, estadunidenses e europeias, a partir da coleta e análise de publicações realizadas nas últimas duas décadas. A proposta que se faz é de uma leitura que integra contribuições teóricas, tanto no campo da comunicação como da educação. A alfabetização é entendida como uma prática social que envolve a construção e o consenso social para a geração e negociação de significados, graças à mediação da linguagem; processos que são alcançados através da aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización mediática]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[prácticas mediáticas]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="en"><![CDATA[Media literacy]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[competences]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[media practices]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização midiática]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[competências]]></kwd>
<kwd lng="pt"><![CDATA[linguagem]]></kwd>
<kwd lng="pt"><![CDATA[práticas midiáticas]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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