<?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>1692-2522</journal-id>
<journal-title><![CDATA[Anagramas -Rumbos y sentidos de la comunicación-]]></journal-title>
<abbrev-journal-title><![CDATA[anagramas rumbos sentidos comun.]]></abbrev-journal-title>
<issn>1692-2522</issn>
<publisher>
<publisher-name><![CDATA[Sello Editorial - Universidad de Medellín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1692-25222020000200049</article-id>
<article-id pub-id-type="doi">10.22395/angr.v19n37a3</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[MIL Competency Framework: Mapping Media and Information Competencies]]></article-title>
<article-title xml:lang="es"><![CDATA[Marco de Competencias AMI: Mapeando los Medios y la Competencia Informacional]]></article-title>
<article-title xml:lang="pt"><![CDATA[Marco de avaliação global da alfabetização midiática e informacional (AMI): mapeamento das competências midiáticas e informacionais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durán-Becerra]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lau]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Corporación Unificada Nacional de Educación Superior (CUN)  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>19</volume>
<numero>37</numero>
<fpage>49</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1692-25222020000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1692-25222020000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1692-25222020000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores a literature review on different proposals to assess media and information literacy (MIL) competencies in citizens seeking to define the fundamental MIL skills and competencies to be considered in national curricula and assessment schemes. The study is based on qualitative content analysis to map and systematize the main MIL frameworks, research reports, and their practical applications/experiences. This qualitative technique allows the combination of categories (dimensions) and correlation of individual indicators (skills and capabilities) to group subcategories (components). The study inquires Unesco&#8217;s framework, as well as the authors upon which this theoretical approach was built, together with the European Commission&#8217;s views on media education. It gathers their principal propositions on media competence assessment and sets a reflection on information literacy and Educommunication as a contribution strongly developed in the Ibero-American context. A broad analysis of digital competencies related to media and information literacy is also included in the study. A new interpretation is given to the studied concepts to draw a structured systematization of competences on media and information literacy that sets a framework to assess and design MIL programs, actions or curricula. Finally, it proposes a map of skills and competences in MIL that allows the future creation of methodologies and strategies for the visibility, promotion, strengthening or evaluation of MIL.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora mediante la revisión de diferentes propuestas para la evaluación de las competencias en alfabetización mediática informacional (AMI) en ciudadanos que buscan definir las habilidades AMI fundamentales para ser considerados en los esquemas de evaluación y los currículos nacionales. El estudio está basado en un análisis cualitativo de contenido para mapear y sintetizar los marcos AMI principales, reportes de investigación y sus experiencias/aplicaciones prácticas. Esta técnica cualitativa permite la combinación de categorías (dimensiones) y la correlación de indicadores individuales (habilidades y capacidades) a subcategorías grupales (componentes). El estudio examina el marco de la UNESCO, así como a los autores sobre los que este enfoque teórico está fundamentado, junto a las visiones de la Comisión Europea sobre la educación mediática. El estudio recopila sus principales propuestas sobre la evaluación de competencias mediáticas y sienta una posición reflexiva sobre la alfabetización y la Educomunicación como una contribución fuertemente desarrollada en el contexto Iberoamericano. Un análisis general de las competencias relacionadas con la alfabetización informacional también está incluido en este estudio. Se da una nueva interpretación a los conceptos estudiados para delinear una sistematización estructurada de las competencias mediáticas y la alfabetización informacional que establece un marco para la evaluación y el diseño de programas, acciones y currículos AMI. Finalmente, propone un mapa de habilidades y de competencias AMI que permite la creación de futuras metodologías y estrategias para la visibilización, promoción, fortalecimiento o evaluación de las AMI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora uma revisão da literatura sobre diferentes propostas para avaliar as competências midiáticas e informacionais (AMI) dos cidadãos a fim de definir as habilidades e competências AMI fundamentais para serem consideradas em currículos nacionais e esquemas de avaliação. Este estudo está baseado na análise qualitativa de conteúdo para fazer um mapeamento e síntese dos quadros principais de AMI, relatórios de pesquisa e suas aplicações práticas/experiências. Essa técnica qualitativa permite a combinação de categorias (dimensões) e a correlação de indicadores individuais (habilidades e capacidades) para agrupar subcategorias (componentes). O estudo indaga o marco de avaliação da Unesco, como também autores sobre os quais essa abordagem teórica foi construída, junto com a visão da Comissão Europeia sobre a educação midiática. Reúne suas posturas principais sobre a avaliação da competência midiática e propõe uma reflexão sobre a alfabetização midiática e a Educomunicação como uma contribuição desenvolvida fortemente no contexto ibero-americano. Uma análise ampla das competências digitais relacionadas à alfabetização midiática e informacional também foi incluída no estudo. Uma nova interpretação é dada aos conceitos estudados para desenhar uma sistematização estruturada das competências para a alfabetização midiática e informacional que estabelece um quadro para avaliar e modelar programas de AMI, ações e currículos. Finalmente, propõe um mapa de habilidades e competências na AMI que permite a criação futura de metodologias e estratégias para a visibilidade, a promoção, o fortalecimento ou a avaliação da AMI.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[media education]]></kwd>
<kwd lng="en"><![CDATA[media literacy]]></kwd>
<kwd lng="en"><![CDATA[information literacy]]></kwd>
<kwd lng="en"><![CDATA[digital literacy]]></kwd>
<kwd lng="en"><![CDATA[access to information]]></kwd>
<kwd lng="en"><![CDATA[assessment methods]]></kwd>
<kwd lng="en"><![CDATA[life skills]]></kwd>
<kwd lng="en"><![CDATA[educational indicators]]></kwd>
<kwd lng="es"><![CDATA[educación mediática]]></kwd>
<kwd lng="es"><![CDATA[alfabetización mediática]]></kwd>
<kwd lng="es"><![CDATA[alfabetización informacional]]></kwd>
<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[acceso a la información]]></kwd>
<kwd lng="es"><![CDATA[métodos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[habilidades para la vida]]></kwd>
<kwd lng="es"><![CDATA[indicadores educacionales]]></kwd>
<kwd lng="pt"><![CDATA[educação midiática]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização midiática]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização informacional]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização digital]]></kwd>
<kwd lng="pt"><![CDATA[acesso à informação]]></kwd>
<kwd lng="pt"><![CDATA[métodos de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[habilidades para a vida]]></kwd>
<kwd lng="pt"><![CDATA[indicadores educacionais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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