Digital literacy as preventive ethics: metacognitive education for the post-COVID-19 media context
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Abstract
During the COVID-19 pandemic and the infodemic that accompanied it, digital literacy proved to be a preventive approach with the possibility of offering future guidance to contemplate the negative influences of digital media in the post-pandemic context. However, this emphasis on the potentialities of digital literacy requires, at the same time, a review of its traditional assumptions, in order to optimize its characteristics in the future context. One of the central aspects of this review is related to the inclusion of the interference that cognitive biases have in the use of contemporary digital media, in which misinformation and misinformation proliferate. A clear example of this during the pandemic has been the spread of multiple conspiracy theories. Starting from here, the objective of this article will be to analyze the possible contribution of metacognition, when it is understood as a fundamental component of digital literacy.
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