Journal Article Review Ahead of print
PubMed: 42247615 DOI: 10.17219/acem/220734
Health literacy, media literacy, and the digital divide: A conceptual framework for public health.
Adv Clin Exp Med
Authors: Noelia Navas-Echazarreta, Pedro José Satústegui-Dordá, Elena Chover-Sierra, Raúl Juárez-Vela, Michał Czapla, Pablo Del Pozo-Herce, Raquel María Martínez-Pascual, Antonio Martinez-Sabater
Affiliations
- Faculty of Health Sciences, Research Group in Care, University of La Rioja, Logroño, Spain.
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Spain.
- SAPIENF Research Group, University of Zaragoza, Spain.
- Faculty of Nursing and Podology, Nursing Care and Education Research Group (GRIECE), University of Valencia, Spain.
- Department of Internal Medicine, General University Hospital of Valencia Consortium, Spain.
- Institute of Neurosciences of Castile and León (INCYL), University of Salamanca, Institute of Biomedical Research of Salamanca (IBSAL), Spain.
- Department of Emergency Medical Service, Wroclaw Medical University, Poland.
- Faculty of Health Sciences, Research Group in Care, University of La Rioja, Logroño, Spain. Research Group on Innovation in Health Care and Nursing Education (INcUidE), University of UNIE, Madrid, Spain.
- Care Research Group (INCLIVA), University Clinical Hospital of Valencia, Spain.
Abstract
The increasing digitalization of health systems has transformed the ways in which individuals and communities interact with information, health services, and decisions related to their wellbeing. In this context, health literacy, media health literacy, and the digital divide in health have emerged as critical determinants of informed and equitable participation in digital environments. The aim of this conceptual review is to examine the interconnections between health literacy, media health literacy, and the digital divide, and to propose an integrated conceptual framework to inform equitable public health practice, policy, and research in the digital era. The article provides a critical and integrated analysis of these constructs, highlighting their conceptual relationships, key methodological challenges, and implications for clinical practice, health policy development, and public health research. The findings indicate that approaches focused exclusively on individual skill development are insufficient to address digital health inequities. Without attention to structural and organizational determinants, the expansion of health technologies may reproduce or exacerbate pre-existing social and health inequalities. Accordingly, the review underscores the need for multilevel approaches that align literacy development, digital inclusion, and health system design to strengthen equity in the digital era.
MeSH
Digital Divide, Public Health, Clinical Medicine, Research, Health Literacy, Literacy, Digital Health