DIGITAL LITERACY, INFORMATION MEDIATION AND EDUCATIONAL PRACTICES

Abstract

This article discusses the relationship between digital literacy, information mediation and educational practices, based on an interdisciplinary theoretical approach that articulates contributions from Education and Librarianship. Considering the transformations resulting from the information society and the centrality of digital technologies in teaching and learning processes, the study is based on qualitative research, based on a bibliographic review. The theoretical framework is based on studies of literacy as a social practice and on the assumptions of information mediation as an intentional educational action. The results show that digital literacy goes beyond the instrumental use of technologies, configuring itself as a set of social practices mediated by information, which demand critical and reflective action from educators and librarians. It is concluded that information mediation plays a fundamental role in the development of educational practices aimed at training informationally competent subjects, capable of accessing, interpreting, evaluating and producing information in an ethical and conscious way in digital environments.