Alfabetización Informacional en la Era Digital: desafíos, tendencias y perspectivas críticas en el acceso al conocimiento

Information literacy (IL) and media and information literacy (MIL) are essential competencies in the digital society, linked to access, critical evaluation, and the ethical use of information. In Ibero-America, their development faces challenges derived from the digital divide, institutional heterogeneity, and limited curricular integration. The purpose of this study was to explore the evolution of international IL/MIL models, identify their adaptations in Ibero-American contexts, and critically analyze their contributions and limitations. A critical narrative review of academic and institutional literature published between 2000 and 2025 was conducted, consulting international and regional databases and applying a qualitative thematic analysis. The results show that regional interventions generate improvements in competencies and learning outcomes, as shown by studies in Peru and Cuba. However, gaps persist related to coverage, institutionalization, and the lack of standardized assessments. The analysis identified four critical dimensions—curricular, technological, cultural, and evaluative—that determine the effectiveness of critical literacy in the region. It concludes that consolidating critical literacy requires integrating these dimensions into policies and programs, strengthening digital citizenship and critical thinking in the face of the challenges of the information society.