Abstract
Phenomena such as disinformation, interaction with artificial intelligence systems, and the emergence of technosocial movements have created a challenging scenario for teachers and students, beyond purely technical considerations. Thus, media and information literacy (MIL) plays a fundamental role in the training of informed and critical citizens. However, a clear understanding of its objectives, along with consideration of cultural particularities, is key to its teaching and acquisition. This article aims to provide a MIL competency framework based on the reflection of educational actors regarding their own processes of analysis and expression, as well as those of their students, through a action research methodology. To achieve this, a techno-pedagogical experience was designed using the stages of the ADDIE (analyze, design, develop, implement, and evaluate) model, in which 117 primary education professionals from Mexico and Chile participated. As a result of the analysis and process of co-creation, eight dimensions and their respective indicators were obtained: civic participation and digital responsibility, interculturality, processes of interaction and emotional well-being, processes of production and dissemination, processes of comprehension, management of information, languages and aesthetic sensibility, and use and adaptation of technology. The resulting framework provides current and relevant information to create curricular proposals, projects, and assessment resources in this field, as well as a tool to promote collaboration and improve understanding of the reach of MIL among teachers and education authorities.