La búsqueda, evaluación y selección de información es una competencia imprescindible para la ciudadanía de hoy, que se enfrenta a una multitud de datos que debe seleccionar y gestionar. En este contexto presentamos los principales resultados relativos al desarrollo de la dimensión Información y Alfabetización Digital de alumnado gallego de sexto curso de enseñanza primaria. Se empleó un diseño mixto exploratorio en dos fases: la primera cualitativa (estudio de casos múltiple) y la segunda cuantitativa (prueba de evaluación). Los resultados revelan las limitaciones de los preadolescentes en el área informacional: la puntuación media obtenida apenas pasa del aprobado 5,77 (0 a 10), y observamos que, si bien emplean diversos buscadores y localizan información, no llegan a seleccionarla adecuadamente, ni a cotejar las fuentes consultadas. Estos datos nos permiten concluir que sería necesario reforzar el desarrollo de esta dimensión ‒considerada clave para la ciudadanía‒ en la enseñanza primaria.

Searching, evaluating and selecting information is an essential competence for today's citizens, who daily have to face the problem of selecting and managing an overwhelming amount of data. In this context, the main outcomes regarding Information and digital literacy dimension development in Galician primary school sixth-graders are presented. An exploratory two-phased mixed study was carried out; in particular, an initial qualitative multiple case study followed by a quantitative evaluation test. The results show preteens limitations in the informational area: the average marks are only slightly higher than the cut-off score (5.77 out of 10) and its observed that, although they use several browsers and are able to find information, they do not select this information adequately neither do they collate its source. These data allow us to conclude that it would be necessary to strengthen this digital dimension ‒regarded as key for citizens‒ during primary education.

La competencia digital de los jóvenes se desarrolla más allá de la escuela; familia y amigos son agentes de aprendizaje. A través de un estudio de casos, financiado por el Ministerio de Economía y Competitividad español, se estudió el papel de la familia en la construcción de la competencia digital de niños/ as de doce años en hogares con distinto capital cultural. Destacamos el distinto uso y significado de la tecnología: en familias de capital cultural alto ocupan un papel secundario -en función del valor y el tiempo que le dedican-, ya que su status no depende del dominio de las tecnologías; en las familias de nivel bajo son vistas como medio de acceso a la información y al conocimiento y apenas hay normas que limiten su empleo, y en las de nivel medio -con pautas que las regulan- son percibidas como instrumento para el ascenso social.

Young people’s digital competence develops beyond school; family and friends are learning agents. A study was carried out on the role of the family in building the digital competence of twelve-year-old children in households with different cultural capital, through case studies, funded by the Spanish Ministry of Economy and Competitiveness. We highlight the different use and meaning of technology: in families with high cultural capital they occupy a secondary role -in the value they attach to it and the time they devote to it-, since their status does not depend on the mastery of ICTs; in low-level families they are seen as a means of access to information and knowledge and there are hardly any rules that limit their use, and in mid-level families -with guidelines that regulate them- they are perceived as an instrument for social advancement.

O impulso resultante da avaliação de programas e políticas públicas nos últimos anos levou a um aumento de práticas de avaliação que, distanciando-se da avaliação tradicional, outorgam um papel relevante, e inclusivamente hegemônico, aos vários grupos abrangidos em maior ou menor medida pelo programa e sua avaliação. A dita participação é desejável não só do ponto de vista ético, como também metodológico. Nesta linha, apresentamos uma reflexão em torno da participação das audiências nos estudos da avaliação. Em primeiro lugar, abordamos as considerações metodológicas que levam a potenciar esta participação; a seguir, apresentamos os vários tipos de grupos que são chamados a participar. Detemo-nos depois no papel que esses grupos desempenham no projeto e realização destes estudos e na tomada de decisões posteriores segundo três formas de avaliação pluralistas - a avaliação centrada nos implicados, a avaliação participativa e a avaliação potenciadora. Por último, apresentamos algumas considerações sobre as dificuldades éticas e metodo-lógicas que pode acarretar a dita participação.

The impulse experimented by public programs and policies evaluation during the last years has brought about a remarkable increase of evaluative practices that, in contrast to traditional evaluation, grant the stakeholder groups a relevant, even hegemonic, role. The involvement of these groups in the evaluation is highly desirable, not only from an ethical but also from a methodological point of view. From this perspective, a reflection on the audience participation in evaluative studies is presented. To begin with, methodological considerations supporting this participation are put forward. Next, the more habitually involved groups are described. Thereafter the role played by the aforementioned groups in the evaluation design and implementation and in the subsequent decision-making is analysed from three evaluative pluralist approaches: stakeholder based evaluation, participatory evaluation and empowerment evaluation. Finally, some considerations regarding ethical and methodological difficulties that can arise from the above-mentioned participation are discussed.