<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2022000300075</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2022.52.3.523</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La alfabetización digital crítica frente a la relación entre alteridad y mediación de imágenes en red]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical Digital Literacy in the Face of the Relationship between Otherness and Mediation of Network Images]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Castro Pérez]]></surname>
<given-names><![CDATA[Ernesto Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ernestoperezcastro@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>52</volume>
<numero>3</numero>
<fpage>75</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2022000300075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2022000300075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2022000300075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta reflexiones teóricas, resultados y conclusiones derivados de una investigación en torno a la manera en que se manifiesta la alteridad en la interacción de los adolescentes con imágenes en red, buscando incorporar los hallazgos a una noción enriquecida de alfabetización digital crítica. Se expone el marco teórico desde una perspectiva interdisciplinaria, apoyada en la comunicación, la pedagogía y la filosofía, para definir alfabetización digital crítica, mediación de imágenes en red y alteridad. El trabajo de campo se realizó durante 2020 a través de entrevistas en profundidad enriquecidas con análisis basado en imágenes, con adolescentes de 13 a 17 años, radicados en tres ciudades mexicanas. Entre los hallazgos se identificó el potencial de las imágenes como vía para abordar el problema de la alteridad y el papel que puede tomar la escuela para potenciar el uso de estas imágenes y contribuir a la toma de conciencia sobre la alteridad como responsabilidad hacia el Otro, en el marco de una alfabetización digital crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents theoretical reflections, results, and conclusions of a field intervention, derived from research on how otherness is manifested in the interaction of adolescents with images on the Internet, seeking to incorporate the findings into an enriched notion of critical digital literacy. The theoretical framework considers an interdisciplinary perspective, supported by communication, pedagogy, and philosophy, to define critical digital literacy, network image mediation, and otherness. The fieldwork carried out during 2020 included in-depth interviews enriched with image-based analysis, with adolescents aged 13 to 17, living in three Mexican cities. Among the findings, the use of images was identified as a potential way to address the problem of otherness within the framework of critical digital literacy, as well as the role that schools can play to promote the use of these images and boost an enriched awareness about otherness as a responsibility towards the Other.]]></p></abstract>
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<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[alteridad]]></kwd>
<kwd lng="es"><![CDATA[pedagogía crítica]]></kwd>
<kwd lng="es"><![CDATA[cultura digital]]></kwd>
<kwd lng="en"><![CDATA[digital literacy]]></kwd>
<kwd lng="en"><![CDATA[otherness]]></kwd>
<kwd lng="en"><![CDATA[critical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[digital culture]]></kwd>
</kwd-group>
</article-meta>
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