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Media literacy training is an urgent need of our time. Educational institutions must stand as fundamental domains to collectively address reflection on digital and media environments and prepare school-age citizens to constructively deal with the impact of the media. To do so, a paradigm shift to approach the issue is required: a critical awareness of the new scenarios created by the media and a broad reflection on their characteristics. A new framework where the spotlight is on the media, the surrounding environment is an essential reference point and training proposals are based on results and evidence. This study is part of a Design-Based Research, aimed at the creation, implementation and evaluation of a Critical Media Literacy program for high school students at the Escuela Normal Superior del Putumayo (Colombia). In this paper we present the results obtained by applying the Alfamed media competence "pre" and "post" questionnaire to the students participating in the program. The results obtained show a significant improvement both in the overall level of students' media competence and in four of the six dimensions that make up the theoretical reference model ("Technology", "Language", "Ideology and Values" and "Production and Dissemination"). [ABSTRACT FROM AUTHOR]

This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media. [ABSTRACT FROM AUTHOR]