This review paper addresses the growing importance of critical thinking and media and information literacy (MIL) in a context marked by information overload. As individuals face increasing volumes of information online, these competencies have become essential for effectively understanding, evaluating, and processing information.
The overall purpose is to analyze and synthesize recent scientific literature on critical thinking, media and information literacy, and information overload, while identifying the relationships among these concepts, as well as their educational and social implications, and to highlight strategies that help strengthen critical competencies in information-saturated contexts.
Drawing on a systematic review of scientific literature published between 2019 and 2024, the authors examine empirical, theoretical, and review research focused on the proposed subjects.
Findings indicate that media and information literacy is a key skill for mitigating the negative effects of information overload and for enhancing critical thinking. Educational interventions that integrate MIL are shown to be effective in improving the ability to critically assess information, while innovative and contextualized pedagogical strategies can further address the challenges of information overload.
It is concluded that media and information literacy is fundamental to the development of critical thinking in environments dominated by information overload, and the need for educational approaches that incorporate innovative methodologies and tools emphasized, combining digital and traditional literacies while taking into account the social and technological factors that influence access to and processing of information.
Learn more about this review here: https://doi.org/10.56294/mw2025445
Reference
Chara-DeLosRios T, Bejarano-Álvarez P, Poma-Cornejo H, Quispe-Munares M, Reyes-Contreras K. Critical Thinking in the Information
Age: A Systematic Review on the Role of MIL and Information Overload. Seminars in Medical Writing and Education. 2025; 4:445