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URI permanente para esta colecciónhttps://hdl.handle.net/20.500.12423/9370
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Ítem Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review(Multidisciplinary Digital Publishing Institute (MDPI), 2024) Fernández Otoya, Fiorela Anaí; Cabero-Almenara, J.; Pérez-Postigo, G.; Bravo, J.; Alcázar-Holguin, M.A.; Vilca-Rodríguez, M.Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy. © 2024 by the authors.Ítem Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers(Multidisciplinary Digital Publishing Institute (MDPI), 2024) Lendínez Turón, A.; Ortiz Marcos, J.M.; Lorenzo Quiles, O.; Fernández Otoya, Fiorela AnaíThe objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area. © 2024 by the authors.Ítem The impact of the MOOC based on the flipped classroom methodology to increase the level of information and information literacy competence in primary school teachers(Frontiers Media SA, 2024) Fernández Otoya, Fiorela Anaí; Bravo, J.; Pérez-Postigo, G.; Alcázar-Holguin, M.A.; Loaiza Chumacero, Sandra CeciliaWe live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society. Copyright © 2025 Fernández-Otoya, Bravo, Pérez-Postigo, Alcázar-Holguin and Loaiza Chumacero.Ítem Perceptions of stakeholders and challenges faced by ecotourism management in a natural protected area in Peru(Springer Science and Business Media B.V., 2023) Esparza-Huamanchumo, Rosse Marie; Llonto Caicedo, Yefferson; Gamarra Flores, Carla Ethel; Romo Román, Pablo Cesar; Mougenot, BenoitNatural protected areas (NPAs) aim to preserve biodiversity, ecosystems, and the environmental services that contribute to the population’s welfare; their presence and maintenance are thus vital. The involvement of stakeholders through ecotourism is crucial to fostering sustainability in NPAs as they play an important role in the management of ecotourism activities and the implementation of development objectives, allowing for the conservation of these territories. This study seeks to identify the patterns and interrelationships between the sustainability-driving factors of local enterprises from the perspective of stakeholders in the Bosque de Pómac historic sanctuary in Lambayeque, Peru. A qualitative methodology was used to interview the actors involved in the Sanctuary’s tourism management. The results were assessed using ATLAS.ti software, version 9. The findings show that local entrepreneurs intend to meet an immediate need and have no tools to help them strengthen the business management, leadership, and innovation of their range of products and services to scale their business over time and promote the local population’s welfare. These results present several implications for management of ecotourism activities related to NPAs and their stakeholders. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.