Students must have developed a set of competences necessary in the Degree and which are essential to follow this subject, referring to the mastery of knowledge and techniques to process information for its capture, organisation, management and communication in digital environments.

The educational objectives of the subject are: -To understand the current digital ecosystem and its characteristics. -To understand digital literacy as an object of study and an academic discipline. -To understand the concept of multiliteracies and their academic and professional impact. -To understand the role of digital literacy and various literacies in civic participation and digital citizenship. -To explore the use of tools and applications related to the field of digital literacy in its communicative, educational and collaborative dimensions.

Students are able to¿ 8 ¿consider academic norms and ways of thinking across different disciplines and subject areas, bringing them into play as appropriate. 9 ¿demonstrate intellectual curiosity, critical thinking, and exercise independence of mind and thought. 10 ¿communicate ideas clearly, coherently and respectfully, in a range of disciplines and to various stakeholders, in both written and oral form, using appropriate language and referencing. 13 ¿reflect on their own learning, to seek and make use of feedback on their own performance, to recognise when further knowledge is required and to undertake the necessary research.

DIDACTIC UNIT 1. SCIENTIFIC AND PROFESSIONAL FOUNDATIONS FOR AN ACADEMIC SPECIALITY 1. The development space: evolution of the Web, socio-economic models (Economy 4.0), the scientific method in semantic web. 2. From literacies to multiliteracies 3. Challenges for a new landscape: ¿digital divides¿ and competencies 4. Taxonomic models of scientific and academic organisation DIDACTIC UNIT 2. DL AS A PROFESSIONAL AND ACADEMIC OBJECT 1. Digital Competences: Concept, evolution, current affairs 2. The definition of DL for an applicative projection 3. Evolution of the conceptual and instrumental framework of DL: Open Science, Transparency, Open Government, IAG. 4. Impact of DL: Education and Industry 4.0. Relations with Data Literacy and AI Literacy 5. DL and sustainability DIDACTIC UNIT 3. INITIATIVES FOR THE PROFESSIONAL AND ACADEMIC USE OF DL 1. The Global Standards and the EU Standards for DL 2. Spaces for standardisation and updating of a policy for DL 3. Field analysis: good practices of DL implementation in education, academic and professional settings 4. Educational applications: education, publishing of educational digital objects and gaming. 5. Academic applications: projection in curricula. Visual Literacy, New Media Literacy, Metaliteracy. 6. Professional applications: training and qualification of professionals. DIDACTIC UNIT 4. THE FUNCTIONALITY OF DL: EVALUATION OF WEB CONTENT 1. Assessment in digital literacy and literacies: the role of the professional editor and content manager. 2. Digital literacy and literacies assessment systems and models 3. 3. Digital literacy and literacies assessment models and methods: quantitative, qualitative, qualitative 4. Competence indicators, their design and functionality. 5. Professional and economic impact: rankings, web reputation, social responsibility.

The subject is based on autonomous student learning, which will be guided by the teaching materials prepared by the lecturer, specialised readings and the recommended bibliography. The methodology proposes a model of active and continuous learning, promoting participation through teaching and interaction with the use of technological tools. The following will be provided: ppt transparencies, electronic addresses, computer programmes and practice models through Aula Global. The subject will be structured as follows 1. Conceptual framework, which will provide a pdf document, with the notions and concepts that will be worked on in each didactic unit to show the student a theoretical vision of the discipline that will allow them to acquire the fundamental knowledge for its assimilation and application. 2. Complementary framework, which may be provided for the student to understand the different perspectives, trends and schools through a series of individual readings, in electronic format, through the Aula Global platform. 3. Illustrative framework, which allows the student to understand the concept, for its assimilation and efficient application in their future professional performance. It will consist of electronic and/or virtual resources, complemented by debates. This framework will be nourished by electronic addresses, resources, software and tutorials to support the conceptual discourse. This illustrative framework will allow for practical exercises in understanding the subject matter on an ongoing basis (for lifelong learning). 4. Practical framework, whose function is to enable students to acquire skills, abilities and competences through their own elaboration, in parallel to the development of the classes. Its objective is to accredit what the student knows and knows about the competences proposed in each didactic unit. They will be designed as a learning object: instructional design, associated complementary material, exemplifications, exercise proposal, completion by the student. 5. Questionnaires may be offered for completion by the students, which will serve as a basic element of self-assessment and individual monitoring of the quality of the learning process. 6. Tutorials. In order to effectively develop the educational model, the tutoring system acquires importance in ensuring collaborative and meaningful learning. Two types of tutorials are proposed: one derived from the collective face-to-face tutorials; another of personalised tutorials, referring to their training and academic career; virtual tutorials, for telematic attention on specific days; virtual tutorials, for telematic attention on specific days.