<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000200118</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n2.2719</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Utilidad de la alfabetización informacional en la educación secundaria aplicada a la formación ciudadana]]></article-title>
<article-title xml:lang="en"><![CDATA[The Relevance of Information Literacy in Secondary Education for Citizenship Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez Rendón]]></surname>
<given-names><![CDATA[Juan Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>118</fpage>
<lpage>135</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000200118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La alfabetización informacional (ALFIN) demanda de los usuarios de internet apropiaciones teóricas y prácticas que involucran el manejo de software, así como actitudes que devienen el uso responsable de la información. La abundancia de información en la red requiere de un receptor o destinatario que pueda reconocer de manera crítica y reflexiva la intencionalidad de los distintos textos, así como su veracidad y legitimidad. El objetivo de este artículo es evidenciar de qué manera la escuela se convierte en un entorno deseado para la formación de la ciudadanía a partir de prácticas formativas en ALFIN. Mediante un diseño de investigación acción, que combinó la estrategia ex ante y ex post para la observación longitudinal de su implementación, el estudio describe dos momentos de trabajo con estudiantes de noveno grado en una institución educativa de la ciudad de Medellín: la exploración de saberes y la alfabetización informacional. Los resultados muestran, por un lado, la importancia de proponer escenarios de interacción pedagógica conducentes a la formación ciudadana a través de la ALFIN en la educación básica secundaria y, por el otro, la necesidad de superar la visión instrumental que aún pervive en la enseñanza acerca del manejo de la información en la red.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Information literacy (ALFIN) encompasses the acquisition of theoretical and practical competencies that integrate the management of digital resources with the development of critical and ethical dispositions toward the use of information. In contemporary contexts characterized by information overload and the rapid circulation of digital content, it is imperative that individuals acquire the ability to assess the intentionality, validity, and reliability of texts. The purpose of this study is to examine the role of the school as a privileged arena for fostering citizenship education through pedagogical practices grounded in information literacy. The research employed an action research design, combining ex ante and ex post strategies to allow for the longitudinal observation of its implementation. Conducted with ninth-grade students in an educational institution in Medellin, Colombia, the study addressed two core phases: the exploration of prior knowledge and the implementation of information literacy practices. Findings suggest that pedagogical interactions oriented toward ALFIN contribute to strengthening citizenship education in secondary schooling. At the same time, the study underscores the need to transcend reductionist approaches that frame digital literacy merely as the acquisition of instrumental skills.]]></p></abstract>
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<kwd lng="es"><![CDATA[Alfabetización informacional]]></kwd>
<kwd lng="es"><![CDATA[formación ciudadana]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[educación básica secundaria]]></kwd>
<kwd lng="en"><![CDATA[Citizenship education]]></kwd>
<kwd lng="en"><![CDATA[Information literacy]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
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