LITERACY AND DIGITAL LITERACY: REVISITING FUNDAMENTAL EDUCATIONAL CONCEPTS FOR BETTER INTEGRATION INTO TEACHING AND LEARNING

This article analyses the definitions and historical connection between literacy and digital literacy, concepts considered key for further learning and democratic participation . The similarities and differences between the two concepts are discussed using a 12-point criteria table, with comments on the additional aspects of digital literacy such as privacy and ethical or legal issues. The adaptation of the concept of digital literacy in the Spanish-speaking context is then examined, particularly in Ecuador, illustrating significant heterogeneity in digitalization and digital literacy. A tendency to use "literacidad" instead of "alfabetización" has emerged to reflect the complexity of reading, writing, and assigning meaning in virtual contexts in the Spanish-speaking world. The need for local definitions and the inclusion of socio-cultural practices is highlighted, with recommendations for better integration of digital literacy into teaching. Finally, it is emphasized that understanding, assigning meaning, managing, discussing, and using information are core concepts shared by both literacy and digital literacy, with digital competencies being more extensive due to the technical aspects and reflection of the medium and digital sphere.