<?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>1659-4142</journal-id>
<journal-title><![CDATA[E-Ciencias de la Información]]></journal-title>
<abbrev-journal-title><![CDATA[E-Ciencias de la Información]]></abbrev-journal-title>
<issn>1659-4142</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica, Escuela de Bibliotecología y Ciencias de la Información]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-41422016000200096</article-id>
<article-id pub-id-type="doi">10.15517/eci.v6i2.23938</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización digital: Una perspectiva sociológica]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital literacy: A sociological perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guillén-Rascón]]></surname>
<given-names><![CDATA[Gladys]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ascencio-Baca]]></surname>
<given-names><![CDATA[Gerardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tarango]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<fpage>96</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-41422016000200096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-41422016000200096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-41422016000200096&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenLa presente revisión pretende realizar un ejercicio reflexivo sobre las implicaciones epistemológicas del surgimiento de las Tecnologías de la Información y Comunicación (TIC) y su inclusión en el currículo educativo. Para esto se revisan distintos conceptos de educación a través del contexto histórico, así como el fin mismo de la educación considerando la perspectiva de distintas personas pensadoras y expertas desde sus teorías socioeducativas. Finalmente se examinan algunas teorías de aprendizaje que, a consideración de la autora y los autores, respaldan la nueva concepción de un proceso de aprendizaje que debe incluir el uso de las herramientas tecnológicas y, en consecuencia, establecer las pautas para la alfabetización digital de docentes y estudiantes]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThe present review aims to perform a reflexive exercise on the epistemological implications of the emergence of Information and Communication Technologies (ICT), and their inclusion in the educational curriculum. For this propuse, the paper reviews the different concepts of education through the historical context, as well as the very purpose of education considering the perspective of different thinkers and experts from their socio-educational theories. Finally, it examines few learning theories that, on consideration of the authors, support the new conception of a learning process that must include the use of technological tools, and, consequently, establish guidelines for the digital literacy of teachers and students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[teorías de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[sociología de la educación]]></kwd>
<kwd lng="es"><![CDATA[alfabetización informacional]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
<kwd lng="en"><![CDATA[information and communication technology]]></kwd>
<kwd lng="en"><![CDATA[learning theories]]></kwd>
<kwd lng="en"><![CDATA[sociology of education]]></kwd>
<kwd lng="en"><![CDATA[information literacy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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