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001 00006512
003 ES-MaONT
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008 210507s2021 fr d|||f t|||i00| 0 eng d
020 _a978-92-64-32422-0 (print)
020 _a978-92-64-67097-6 (pdf)
022 _a1990-8539 (print)
022 _a1996-3777 (online)
024 _2doi
_a10.1787/a83d84cb-en
040 _aES-MaONT
110 _aOrganización de Cooperación y Desarrollo Económico
_92843
245 1 4 _a21st-Century Readers
_b: Developing Literacy Skills in a Digital World
_c/ OECD ; PISA
260 _a[París] :
_bOECD Publishing,
_c2021
300 _a216 p.
_b: tablas, gráf.
_c; 1 documento PDF
336 _atexto (visual)
_2isbdcontent
337 _aelectrónico
_2isbdmedia
338 _arecurso en línea
_2rdacarrier
520 _aLiteracy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers. The massive information flow of the digital era demands that readers be able to distinguish between fact and opinion. Readers must learn strategies to detect biased information and malicious content like fake news and phishing emails. What the PISA 21st-century readers report reveals is that students’ access to digital technologies and training on how to use them greatly vary between countries and students’ socio-economic profiles. This report explores how 15-year-old students are developing reading skills to navigate the technology-rich 21st century. It sheds light on potential ways to strengthen students’ capacity to navigate the new world of information.
650 7 _aEducación digital
_92058
653 _aProgramme for International Student Assessment’s
653 _aPISA
653 _aalfabetización digital
653 _aestudiantes
653 _atecnología digital
653 _ahabilidades lectoras
710 _93740
_aProgramme for International Student Assessment
856 4 2 _uhttps://www.oecd-ilibrary.org/docserver/a83d84cb-en.pdf?expires=1620369248&id=id&accname=guest&checksum=BDF2C186BDE7F7A2CCD4BEA4218729E2
_x0
_yAcceso al documento
_qpdf
942 _2z
_cINF
999 _c6512
_d6512