  In this article we offer an analysis of the practical and theoretical
paradigm of media education as a fundamental pedagogical model for the adequate
development of the current methods of digital literacy. In a society dominated
by the flow of information and communicative processes - in which
digitalization has led to techno-media convergence, the complete uniting of ICT
novelties and traditional media - it is essential to use all the vast
experience of basic principles, pedagogical theories and practice which this
educational paradigm has offered during decades. The current techno-media
society is not an altruistic system; the communicative processes continue to be
dominated by economic, political and social elites whose main interest is to
influence and control the population. In this context -conceiving education as
the only way to achieve the full and democratic development of our society, for
its growth in values and solidarity - an analysis of reality starting in school
is essential by forming a citizenship conscious of the power and influence of
the ICT and its true meaning in the world. An authentic digital literacy should
include the correct understanding of the new techno-media languages, and cannot
simply be reduced to a formation of a technical and instrumental kind.
