Bridging Media and Information Literacy with Experiential Learning: Empowering Students for the Digital Age

Abstract

This article explores how information and media literacy (MIL/IL), when integrated into internship experiences in higher education, can enhance students’ professional development, critical awareness, and ethical engagement. Framed within an applied research project, the study investigates students’ perceptions regarding the importance of information competencies and their connection to career readiness and personal growth. This study used a mixed-methods design combining IL-HUMASS surveys (pre/post), open-ended responses (Item 29), and an integrative synthesis of three programme studies (Anonymous Sources A-C). The research was conducted at a large public university in north-eastern Mexico as part of a broader pedagogical model aimed at bridging academic learning with workplace realities through experiential education. The cohorts comprised a cross-programme survey of 426 undergraduates; a pre-/post workshop with communication students, and a diagnostic study with more than 500 students across faculties. The results show that there are significant differences between how crucial students think information literacy is and how well they believe they perform in it, especially in relevant areas like using information ethically, evaluating sources critically, and communicating effectively online. Along with the numbers, open-ended responses showed common issues like the need for more hands-on training, challenges in adjusting to mixed or online work settings, and the importance of blending technical skills with emotional and reflective abilities. These findings highlight that internships, when connected to MIL/IL strategies, can effectively help students build essential skills that are useful for securing and sustaining employment in the long run. This paper contributes to the ongoing academic discussion on the role of higher education in equipping students for dynamic and technology-driven labour markets. Furthermore, it proposes an integrated pedagogical model that connects classroom learning with real-world demands while fostering autonomy, ethical responsibility, and critical thinking within digital contexts. Limitations include the single-institution scope, reliance on self-report IL-HUMASS measures, and a short pre-/post-window; these were tempered through qualitative triangulation and a transparent synthesis protocol.