“Oltre lo specchio dei desideri”, learning sequences in new media literacies for italian lower secondary school
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Apr 30, 2013
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Abstract
“Oltre lo Specchio dei Desideri” (ed. note: “Beyond the Wishing Mirror”) is a broad educational project targeting teachers and students of schools in the Italian town of Cecina. The project proposed courses on new media literacies, with special focus on key ethical issues for digital citizenship such as identity, privacy, participation, credibility, creativity and authorship. The courses took place in the classroom, but were also carried out online using a social networking platform for learning and communication. Contrary to the prevailing rhetoric about “digital natives”, the project has highlighted how young people tend to overestimate their digital competence and actually have a limited capacity for self-reflection about their digital practices. This confirms the need for a public policy of mediation and promotion of correct, aware and creative use of the web.
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ricerca EU Kids Online e il caso Italia. Brescia,
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British Journal of Educational Technology,
39 (5), pp. 775-786.
Calvani A., Fini A., Ranieri M. (2010). La competenza
digitale nella scuola. Modelli e strumenti
per svilupparla e valutarla. Trento, IT: Erickson.
Calvani A., Fini A., Ranieri M., Picci P. (2012). Are
young generations in secondary school digitally
competent? A study on Italian teenagers. Computers
& Education, 58, pp. 797-807.
Ceretti F., Felini D., Giannatelli R. (eds.) (2006).
Primi passi nella media education. Trento, IT:
Erikson.
Cortoni I. (2011). Young Digizen? New cultural
challenges in Media education. Milano, IT: Franco
Angeli.
Felini D. (2004). Pedagogia dei media. Questioni,
percorsi, sviluppi. Milano, IT: La Scuola.
Fini A. (2009). Ambienti tecnologici per il social
networking. In A. Fini, M. A. Cicognini (eds.). Web
2.0 e social networking. Nuovi paradigmi per la
formazione. Trento, IT: Erickson, pp. 157-164.
Gui M. (2009). Le competenze digitali. Le complesse
capacità d’uso dei nuovi media e le disparità
nel loro possesso. Napoli, IT: Scripta-
Web.
James C., Davis K., Flores A., Francis J.M., Pettingill
L., Rundle M., Gardner H. (2009). Young People,
Ethics, and the New Digital Media. A synthesis
from the Good Play Project. Cambridge,
MA, USA: The MIT Press.
Jenkins H. (2010). Culture partecipative e competenze
digitali. Media education per il XXI secolo.
Milano, IT: Guerini Studio.
Hargittai E. (2010). Digital Na(t)ives? Variation in
Internet skills and uses among members of the
“Net Generation”. Sociological Inquiry, 80 (1),
pp. 92-113.
Livingstone S. (2010). Ragazzi online. Crescere
con internet nella società digitale. Milano, IT: Vita
e Pensiero.
Livingstone S., Haddon L. (2009). EU Kids online:
final report. London, UK: The London School of
Economics and Political Science.
Marinelli A., Ferri P. (2010). Introduzione. New Media
Literacies e processi di apprendimento. In H.
Jenkins (eds.). Culture partecipative e competenze
digitali. Media education per il XXI secolo.
Milano, IT: Guerini Studio, pp. 7-53.
Mills K. A. (2010). A review of the “Digital Turn” in
the New Literacy studies. Educational Research,
80 (2), pp. 246-271.
Murru M.F. (2011). La mediazione sociale. In G.
Mascheroni (ed.). I ragazzi e la rete. La ricerca
EU Kids online e il caso Italia. Brescia, IT: La
Scuola, pp. 237-260.
Prensky M. (2001). Digital Natives, Digital Immigrants.
On the Horizon, 9 (5), pp. 1-2.
Ranieri M. (2011). Le insidie dell’ovvio. Tecnologie
educative e critica della retorica tecnocentrica.
Pisa, IT: ETS.
Vittadini N. (2011). Comunicare, condividere, giocare,
creare. Le attività dei ragazzi italiani online.
In G. Mascheroni (ed.). I ragazzi e la rete. La
ricerca EU Kids Online e il caso Italia. Brescia,
IT: La Scuola, pp. 57-88.