<?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>2184-3120</journal-id>
<journal-title><![CDATA[Journal of Digital Media and Interaction]]></journal-title>
<abbrev-journal-title><![CDATA[JDMI]]></abbrev-journal-title>
<issn>2184-3120</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Aveiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-31202024000200019</article-id>
<article-id pub-id-type="doi">10.34624/jdmi.v7i17.38014</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias Efectivas en Programas de Alfabetización Mediática contra la Desinformación Digital]]></article-title>
<article-title xml:lang="en"><![CDATA[Effective Strategies in Media Literacy Programs against Digital Disinformation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Niño]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>7</volume>
<numero>17</numero>
<fpage>19</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-31202024000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-31202024000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-31202024000200019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la era digital, la desinformación representa un desafío creciente para la integridad informativa y la democracia, exacerbado por la rapidez de difusión de noticias falsas en plataformas digitales. Este estudio examina la efectividad de programas educativos de alfabetización mediática implementados en Europa y América Latina, dirigidos a distintos grupos como jóvenes, personas mayores y comunidades vulnerables. A través de un enfoque metodológico mixto, que incluye revisión de literatura, análisis de contenido y cuestionarios a periodistas, se identificaron factores clave en el diseño e implementación en iniciativas alfabetizadoras. Los hallazgos destacan la efectividad de metodologías adaptadas, como simulaciones de redes sociales para jóvenes y talleres presenciales para adultos mayores, en la mejora de habilidades críticas frente a la desinformación. Sin embargo, persisten desafíos en la inclusión de comunidades marginadas y en la capacitación tecnológica de periodistas, quienes consideran esencial la alfabetización algorítmica para enfrentar la manipulación informativa. Este artículo concluye que los programas de alfabetización mediática, combinados con marcos regulatorios y colaboración interinstitucional, son herramientas fundamentales para construir una ciudadanía informada y resiliente frente a los riesgos de la sociedad digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the digital age, misinformation represents a growing challenge to information integrity and democracy, exacerbated by the rapid spread of fake news on digital platforms. This study examines the effectiveness of media literacy education programs implemented in Europe and Latin America, targeting different groups such as youth, the elderly and vulnerable communities. Through a mixed methodological approach, including literature review, content analysis and questionnaires to journalists, key factors in the design and implementation of literacy initiatives were identified. The findings highlight the effectiveness of adapted methodologies, such as social network simulations for young people and face-to-face workshops for older adults, in improving critical skills in the face of misinformation. However, challenges remain in the inclusion of marginalized communities and in the technological training of journalists, who consider algorithmic literacy essential to confront information manipulation. This article concludes that media literacy programs, combined with regulatory frameworks and inter-institutional collaboration, are fundamental tools for building an informed and resilient citizenry in the face of the risks of the digital society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización mediática]]></kwd>
<kwd lng="es"><![CDATA[Desinformación]]></kwd>
<kwd lng="es"><![CDATA[Educación digital]]></kwd>
<kwd lng="es"><![CDATA[Competencias críticas]]></kwd>
<kwd lng="es"><![CDATA[Periodismo algorítmico]]></kwd>
<kwd lng="en"><![CDATA[Media literacy]]></kwd>
<kwd lng="en"><![CDATA[Disinformation]]></kwd>
<kwd lng="en"><![CDATA[Digital education]]></kwd>
<kwd lng="en"><![CDATA[Critical skills]]></kwd>
<kwd lng="en"><![CDATA[Algorithmic journalism]]></kwd>
</kwd-group>
</article-meta>
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