DIGITAL CULTURE, INFORMATION LITERACY, AND KNOWLEDGE CONSTRUCTION IN CONTEMPORARY EDUCATION

Abstract

The increased use of digital technologies has brought about profound transformations in the processes of access, production, and circulation of information, directly impacting the ways of teaching and learning in contemporary education. In this scenario, digital culture redefines pedagogical practices, teaching-learning relationships, and forms of knowledge construction, demanding from individuals competencies that go beyond the technical mastery of technologies. This article aims to analyze the relationship between digital culture, information literacy, and knowledge construction in the educational context, based on a literature review grounded in authors from Education and Information Science. This is a qualitative and exploratory research that discusses the theoretical contributions on digital culture, information literacy, and learning, highlighting the need for an integrated approach to these concepts. The results of the analysis indicate that the expanded access to information, characteristic of digital culture, does not, in itself, guarantee the construction of meaningful knowledge, making the development of information literacy as a transversal competence essential. It is concluded that the articulation between Education and Information Science is fundamental for the promotion of critical pedagogical practices, capable of mediating the transformation of information into knowledge, contributing to the formation of autonomous, critical subjects prepared to act ethically and responsibly in contemporary society.