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Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America.

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Title: Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America.
Authors: Rojas-Estrada, Elizabeth-Guadalupe1 (AUTHOR) Elizabeth.rojas@dedu.uhu.es, Aguaded, Ignacio1 (AUTHOR), García-Ruiz, Rosa2 (AUTHOR)
Source: Journal of Curriculum Studies. Jun2025, Vol. 57 Issue 3, p346-363. 18p.
Subject Terms: *Media literacy, *Information literacy, *Educators, *Secondary education, *Primary education
Abstract: The aim of the present article is to analyse the presence and curricular progress of the learning objectives associated with the different dimensions of Media Competence (MC), encompassing the stages of early to secondary education, in the study plans from 18 Latin American Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela. Through a content analysis of 161 curricular texts, 85 learning objectives were identified associated with eight dimensions of MC. Among the notable findings, there is a trend towards the inclusion of certain dimensions of MC, such as the processes of comprehension and use and adaptation of technology, while other dimensions such as interculturality, received less attention. Also, the curricular proposal from Uruguay is noteworthy, as it distinguishes itself for having the most objectives, being the only country in the region that explicitly integrated Media and Information Literacy. Likewise, a platform is provided that allows policy writers, educators, researchers, and other key actors to access current information on the presence of MC in the curricula of each country analysed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Jun2025, Vol. 57 Issue 3, p346-363. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Media+literacy%22">Media literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink>
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  Label: Abstract
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  Data: The aim of the present article is to analyse the presence and curricular progress of the learning objectives associated with the different dimensions of Media Competence (MC), encompassing the stages of early to secondary education, in the study plans from 18 Latin American Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela. Through a content analysis of 161 curricular texts, 85 learning objectives were identified associated with eight dimensions of MC. Among the notable findings, there is a trend towards the inclusion of certain dimensions of MC, such as the processes of comprehension and use and adaptation of technology, while other dimensions such as interculturality, received less attention. Also, the curricular proposal from Uruguay is noteworthy, as it distinguishes itself for having the most objectives, being the only country in the region that explicitly integrated Media and Information Literacy. Likewise, a platform is provided that allows policy writers, educators, researchers, and other key actors to access current information on the presence of MC in the curricula of each country analysed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00220272.2024.2404047
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: Media literacy
        Type: general
      – SubjectFull: Information literacy
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      – SubjectFull: Educators
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      – SubjectFull: Secondary education
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      – SubjectFull: Primary education
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      – TitleFull: Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America.
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            – D: 01
              M: 06
              Text: Jun2025
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              Y: 2025
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