<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000300055</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26iespecial.5363</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Profe, ¿tiene TikTok? Autopercepción de competencias mediáticas en el profesorado de periodismo en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher, do you have TikTok? Self-perception of media literacy among Chilean journalism teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Professor, você tem TikTok? Auto-perceçao das competências mediáticas dos professores de jornalismo no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lazcano-Peña]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sibrian]]></surname>
<given-names><![CDATA[Nairbis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maureira]]></surname>
<given-names><![CDATA[Paulina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela de Periodismo Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Facultad de Comunicaciones Universidad del Desarrollo  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Facultad de Comunicaciones Universidad del Desarrollo  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>spe1</numero>
<fpage>55</fpage>
<lpage>74</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000300055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000300055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000300055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente artículo tiene como objetivo analizar la autopercepción de la competencia mediática en el profesorado chileno de periodismo, poniendo el foco en las habilidades para producir y difundir contenidos en el ecosistema de plataformas digitales (dimensión procesos de producción-difusión, de la competencia mediática). El diseño metodológico se basa en un enfoque cuantitativo, a través de una encuesta aplicada en modalidad en línea a una muestra de 213 personas docentes de periodismo de 26 universidades chilenas, entre mayo y octubre de 2023. Entre los resultados, destacan algunas paradojas, pues si bien el 41% de la muestra autopercibe su capacidad para producir y difundir contenidos en plataformas digitales como alta, un porcentaje considerable (35%) se ubica en el nivel bajo. Se observan, además, diferencias en algunas de las variables independientes consideradas: las mujeres se autoperciben en niveles más bajos que sus colegas hombres; a mayor edad, menor es la producción de contenidos en plataformas o redes sociales; la diferencia territorial indica que las personas docentes de regiones no metropolitanas se autoperciben con más altos índices de competencia, aunque no difunden contenidos con frecuencia; y la autopercepción de competencia es particularmente baja en plataformas como TikTok y YouTube. Estos hallazgos plantean desafíos importantes en las dimensiones asociadas a los procesos de producción y difusión de contenidos por parte del profesorado de periodismo, en especial si se considera que los consumos mediáticos e informativos de sus estudiantes se centran, precisamente, en esos espacios digitales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to analyse the self-perception of media literacy among Chilean journalism teachers, focusing on the ability to produce and distribute content in an ecosystem of digital platforms (production and distribution processes dimension of media literacy). The methodology follows a quantitative approach, based on an online questionnaire applied to 213 journalism teachers belonging to 26 Chilean universities between May and October 2013. The results reveal some paradoxes: although 41% of the sample consider themselves to have a high level of ability to produce and disseminate content on digital platforms, a significant percentage (35%) are at a low level. Differences are also observed in some of the independent variables considered: women perceive themselves at a lower level than their male colleagues; the higher the age, the lower the production of content on platforms or social networks; the territorial difference indicates that teachers in non-metropolitan regions perceive themselves as having a higher level of competence, although they do not disseminate content frequently; and the self-perception of competence is particularly low on platforms such as TikTok and YouTube. These findings pose important challenges in the dimensions related to the processes of production and dissemination of content by journalism teachers, especially when we consider that the media and information consumption of their students is centred precisely in these digital spaces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é analisar a autopercepção da competência midiática em professores de jornalismo chilenos, com foco nas habilidades para produzir e divulgar conteúdo no ecossistema de plataformas digitais (dimensão dos processos de produção-difusão da competência midiática). O design metodológico baseia-se num enfoque quantitativo, através de uma enquete aplicada em modo online a uma amostra de 213 pessoas docentes de jornalismo de 26 universidades chilenas, entre maio e outubro de 2023. Entre os resultados, destacam se alguns paradoxos, uma vez que embora 41% da amostra autopercebe sua capacidade de produzir e divulgar conteúdo em plataformas digitais como alta, um percentual considerável (35%) está em nível baixo. Observam- se também diferenças em algumas das variáveis independentes consideradas: as mulheres percebem se em níveis inferiores aos dos seus colegas homens; quanto mais velho você for, menor será a produção de conteúdo em plataformas ou redes sociais; a diferença territorial indica que pessoas docentes de regiões não metropolitanas percebem-se com níveis de competência mais elevados, embora não divulguem conteúdos com frequência; e a autopercepção de competência é particularmente baixa em plataformas como TikTok e YouTube. Estas descobertas colocam desafios importantes nas dimensões associadas aos processos de produção e difusão de conteúdos pelos professores de jornalismo, especialmente se se considerar que o consumo mediático e de informação dos seus estudantes se centra precisamente nestes espaços digitais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia digital]]></kwd>
<kwd lng="es"><![CDATA[periodismo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[alfabetización informacional]]></kwd>
<kwd lng="es"><![CDATA[medios sociales]]></kwd>
<kwd lng="es"><![CDATA[Chile.]]></kwd>
<kwd lng="en"><![CDATA[Digital Literacy]]></kwd>
<kwd lng="en"><![CDATA[Journalism]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Information Literacy]]></kwd>
<kwd lng="en"><![CDATA[Social Networks]]></kwd>
<kwd lng="en"><![CDATA[Chile.]]></kwd>
<kwd lng="pt"><![CDATA[Competência digital]]></kwd>
<kwd lng="pt"><![CDATA[jornalismo]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização informacional]]></kwd>
<kwd lng="pt"><![CDATA[mídias sociais]]></kwd>
<kwd lng="pt"><![CDATA[Chile.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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