Literacia Digital e Informacional: Crenças e Realidades.

promote them in children, youth and adults. The argument is supported by scientific theories and some results of empirical research. The perspective chosen to address this theme integrates two dimensions: (i) the attitudinal / behavioral, that is, what regulates human behavior in the processes of acceptance versus rejection of information and communication technologies; (ii) and the dimension of knowledge / competence, that is, what children, youth and adults need to know and know-how in order to be considered as digitally and informationally competent. These new skills required to the citizens of the XXI century are integrated in the instrumental and disciplinary knowledge, generally referred to as traditional knowledge: knowing how to read and write correctly in our mother tongue (and at least in another language, preferably English), knowing how to calculate and perform basic arithmetic and algebraic operations, knowing how to think logically, to know history and geography and other disciplinary knowledge considered essential in each historical era. Without these bases, the skills of informational and digital literacy, which are transversal to various instrumental knowledge and disciplinary fields, are made in a vacuum of ideas and content. [ABSTRACT FROM AUTHOR]