<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-358X</journal-id>
<journal-title><![CDATA[Investigación bibliotecológica]]></journal-title>
<abbrev-journal-title><![CDATA[Investig. bibl]]></abbrev-journal-title>
<issn>0187-358X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Bibliotecológicas y de la Información]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-358X2022000200010</article-id>
<article-id pub-id-type="doi">10.22201/iibi.24488321xe.2022.91.58579</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La epistemología digital como puente entre la alfabetización digital y el derecho a la información]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Epistemology as a Bridge between Digital Literacy and the Right to Information]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morán Reyes]]></surname>
<given-names><![CDATA[Ariel Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>91</numero>
<fpage>193</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-358X2022000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-358X2022000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-358X2022000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, las repercusiones de las tecnologías disruptivas han recalibrado muchas aristas de los ordenamientos legales nacionales. El hecho de que varias disposiciones legislativas recurran a las tecnologías digitales para garantizar el despliegue de libertades esenciales (como el derecho a la información) no se traduce, de manera necesaria, en un conocimiento de causa sobre sus efectos en la vida diaria, ni en el desarrollo de las capacidades indispensables para sus beneficios (sin la pérdida de algún tipo de agencia). Por consiguiente, abismarse en una cultura digital, y en un marco legal informativo vasto, no implica que los sectores y comunidades de la sociedad posean una comprensión amplia de los requerimientos que dicha digitalidad parece imponer para el aprovechamiento de sus derechos, como agentes epistémicos que buscan, procesan y transmiten información. Para desplegar con soltura la facultades esenciales y gozar de manera plena las libertades, es imprescindible alfabetizarse digitalmente. Para articular el ejercicio del derecho a la información con las habilidades que integra la alfabetización digital se requiere una conceptuación más robusta para discernir entre procesos digitales e informativos, a saber, una epistemología digital, que ayude a entender cómo la dimensión digital influye en la comprensión de la dimensión informativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, the repercussions of disruptive technologies have recalibrated many of the edges of the national legal systems. The fact that several provisions of the legislation resort to digital technologies to guarantee the deployment of essential freedoms (such as the right to information) does not necessarily translate into an understanding of their effects on daily life, nor on the development of indispensable capacities to take advantage of its benefits (without the loss of some type of agency). Therefore, being immersed in a digital culture, and in a broad informative legal framework, does not imply that the sectors and communities of society have an understanding of the requirements that this digitality seems to impose for the enjoyment of their rights, as epistemic agents that seek, process and transmit information. To freely deploy our essential faculties, and to fully enjoy our freedoms, it is vital to become digitally literate. In order to articulate the full exercise of the right to information with the faculties that digital literacy integrates, a more robust theorizing is needed that helps to discern between digital processes and informative processes, namely, a digital epistemology that helps to understand how it is that the digital dimension influences the understanding of the informative dimension.]]></p></abstract>
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<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Derecho a la información]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[Epistemología digital]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Right to information]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
<kwd lng="en"><![CDATA[Digital epistemology]]></kwd>
</kwd-group>
</article-meta>
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