Desarrollando el marco DALI de alfabetización en datos para la ciudadanía

  1. Linda Castañeda 1
  2. Inmaculada Haba-Ortuño 1
  3. Daniel Villar-Onrubia 2
  4. Victoria I. Marín 3
  5. Gemma Tur 4
  6. José A. Ruipérez-Valiente 1
  7. Barbara Wasson 5
  1. 1 Universidad de Murcia (España)
  2. 2 Universidad de Cádiz (España)
  3. 3 Universitat de Lleida (España)
  4. 4 Universitat de les Illes Balears (España)
  5. 5 Universidad de Bergen (Noruega)
Erakutsi afiliazioak +
Aldizkaria:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Argitalpen urtea: 2024

Zenbakien izenburua: Tendencias en la Educación Digital

Alea: 27

Zenbakia: 1

Orrialdeak: 289-318

Mota: Artikulua

DOI: 10.5944/RIED.27.1.37773 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: RIED: revista iberoamericana de educación a distancia

Garapen Iraunkorreko Helburuak

Laburpena

En la era postdigital actual, donde los datos son cada vez más omnipresentes, la gestión de datos se ha convertido en un aspecto crucial de la alfabetización digital para la ciudadanía activa. Este artículo presenta el proceso de elaboración de un marco de Alfabetización en Datos que se llevó a cabo utilizando la Teoría fundamentada como base metodológica, y el método Delphi como estrategia para conjugar la participación de expertos de diversos campos como la ciencia de datos, la educación y la alfabetización, provenientes de cuatro países, en tres rondas y media de trabajo. El resultado de este estudio es el marco DALI de alfabetización en datos para la ciudadanía, que abarca cuatro elementos principales. Tres de estos elementos están interconectados y a veces se superponen: (1) Comprender los datos, (2) Actuar a partir de los datos y (3) Comprometerse a través de los datos. Además, hay un elemento transversal, (4) Ética y Privacidad, que impregna los otros tres. El marco DALI es flexible y escalable, lo que permite su adaptación a diversos contextos internacionales, organizativos y educativos. Además, las conclusiones del artículo reflexionan sobre cómo el marco DALI puede respaldar iniciativas pedagógicas destinadas a promover la alfabetización en datos entre las personas adultas y cómo su adaptabilidad y escalabilidad lo hacen ideal para abordar las diversas necesidades y contextos encontrados en diferentes entornos educativos y organizaciones internacionales.

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