Abstract This paper addresses the use of digital and information literacy with primary pupils and its relationship with the development of literacy inside and outside school. Information and Communication Technologies have created new opportunities for reading and writing texts in social spaces that have modified the way children learn. This study was a non-experimental, explanatory design. 1540 Spanish primary school pupils completed a self-report questionnaire based on the literacy, digital and information events developed by pupils. The data obtained were analyzed through a Categorical Principal Component Analysis (CATPCA) that identified two components related to the events “inside school” and “outside school”. These components were later used as variables to classify the socioeconomic status and type of school, curricular preferences, as well as age, sex and year of study. The results obtained show two spaces for literacy: one was promoted inside school and was based on printed texts; the other developed outside school and favoured digital and information literacy. This work concludes with the need to establish bridges which connect digital competence inside and outside school through the creation of a third literacy space.

中文翻译：

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西班牙小学内外的数字和信息素养

摘要 本文讨论了数字和信息素养在小学生中的使用及其与校内外读写能力发展的关系。信息和通信技术为在改变儿童学习方式的社交空间中阅读和书写文本创造了新的机会。本研究是一项非实验性的解释性设计。1540 名西班牙小学生完成了基于学生开发的识字、数字和信息事件的自我报告问卷。获得的数据通过分类主成分分析 (CATPCA) 进行分析，该分析确定了与“校内”和“校外”事件相关的两个成分。这些组成部分后来被用作变量来对社会经济地位和学校类型、课程偏好、以及年龄、性别和学习年份。获得的结果显示了两种扫盲空间：一种是在校内推广并以印刷文本为基础；另一个在校外发展，喜欢数字和信息素养。这项工作的结论是需要通过创建第三个识字空间来建立连接学校内外的数字能力的桥梁。