Digital literacies at school. Students' digital profiles

Article Sidebar

Cover illustration by Galia Traverso
PDF (Italian)
Published: Apr 30, 2013
DOI: https://doi.org/10.17471/2499-4324/120
Keywords:
Educational Technology, Technology Enhanced Learning (TEL), Digital Literacy, Digital competences, Learning environments, Instructional design, Self assessment,

Main Article Content

Valentina Pennazio
Dipartimento di Scienze della Formazione, Università degli Studi di Genova, Genova
Andrea Traverso
Dipartimento di Scienze della Formazione, Università degli Studi di Genova, Genova
Davide Parmigiani
Dipartimento di Scienze della Formazione, Università degli Studi di Genova, Genova

Abstract

This article presents a research study investigating how Digital Literacy is approached in school. It focuses in particular on the multiple dimensions of Digital Literacy: Information Technology Literacy, Information Literacy, Visual Literacy and Media Literacy. The study was carried out in primary and secondary schools in Liguria. Research activities, analysis and information processing were carried out over a six week-period in the classroom and on the web, individually and in collaborative groups. At the end of the activities students performed self-assessments that reveal the digital profiles they adopt when they work with digital technologies. These profiles can be used by teachers for improved design of technology-enhanced activities at school.

Article Details

Issue
Vol. 21 No. 1 (2013): TD58 - Digital Literacy
Section
Articles - Special Issue

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)

References

ACRL (2000). Information Literacy Competency Standards for Higher Education. Chicago, IL, USA: American Library Association.

ALA (1989). Presidential Committee on Information Literacy: Final Report. http. www.ala.org/acrl/publications/whitepapers/presidential (ultima consultazione 10.08.2012).

Antonietti A. (2003). Contesti di sviluppo-apprendimento come scenari di scuola. In C. Scurati (ed.). Infanzia scenari di scuola. Brescia, IT: La Scuola, pp. 31-56.

Benson P. J. (1997). Problems in picturing text: A study of visual/ verbal problem solving. Technical Communication Quarterly, 6 (2), pp. 141-160.

Bonaiuti G. (2009). Didattica attiva con la LIM. Trento, IT: Erickson.

Branton B. (1999). Visual literacy literature review. http://vicu.utoronto.ca/staff/branton/litreview.html (ultima consultazione 01.04.2011).

Buckingham D. (2006). Media Education. Milano, IT: Feltrinelli.

Buckingham D. (2007). Digital Media Literacies: rethinking media education in the age of internet. Research in Comparative and International Education, 2 (1), pp.43-45.

Calvani A., Fini A., Ranieri M. (eds.) (2011). Valutare la competenza digitale. Trento, IT: Erickson.

Castoldi M. (2009). Valutare le competenze. Percorsi e strumenti. Roma, IT: Carocci.

Caviglia F., Ferraris M. (2008). Rete e apprendimento: utenti esperti di fronte a un problema informativo. In A. Andronico et al. (eds.). Atti Didamatica 2008-Informatica per la Didattica, parte II. Bari, IT: Laterza, pp. 955-959.

Deng L., Yuen A.H.K. (2011). Towards a framework for educational affordances of blogs. Computers & Education, 56 (2), pp. 441-451.

Dickey M.D. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a webbased distance-learning environment. Open Learning, 19 (3), pp. 279-291.

Eshet-Alkalai Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, 13 (1), pp. 93-106.

Glister P. (1997). Digital Literacy. New York, USA: John Wiley. Jenkins H., Purushotma R., Weigel M., Robinson A. (2010). Culture partecipative e competenze digitali. Media education per il XXI secolo. Milano, IT: Guerini.

Leaning M. (2009). Issues in Information and Media Literacy: Criticism, History and Policy. Santa Rosa, CA, USA : Informing Science Press.

Levy F., Murnane R.J. (2001). Key Competencies Critical to Economic Success. In D. Rychen, L.H. Salganik (eds.). Defining and Selecting Key Competencies. Gottingen, DE: Hogrefe & Huber, (pp. 151-174).

Melville H. (2009). Tre scene da Moby Dick. Roma, IT: Fandango, pp. 23-25.

Midoro V. (2007). Quale alfabetizzazione per la società della conoscenza?. TD-Tecnologie Didattiche, 15 (2), pp. 47-54. http://www.tdjournal.itd.cnr.it/files/pdfarticles/PDF41/8_ Midoro_TD41.pdf (ultima consultazione 21.11.2012).

Pellerey M. (2004). Le competenze individuali e il portfolio. Milano, IT: La Nuova Italia.

Ranieri M. (2010). La competenza digitale:quali definizioni e politiche per conseguirla? In A. Calvani, A. Fini, M. Ranieri (eds.). La competenza digitale nella scuola. Trento, IT: Erickson.

Rivoltella P.C. (2005). Media Education. Fondamenti didattici e prospettive di ricerca. Brescia, IT: La Scuola.

Rivoltella P.C., Ferrari S. (eds.) (2010). A scuola con i media digitali. Milano, IT: Vita e Pensiero.

Ryken D. S., Salganik L. H. (2007) (eds.). Agire le competenze chiave. Milano, IT: FrancoAngeli.

Sepúlveda L. (1996). Storia di una gabbianella e del gatto che le insegnò a volare. Firenze, IT: Salani Editore, pp.27- 30.

UNESCO (2008). Towards Information Literacy Idicators. Parigi, FR: UNESCO.

Wileman R. E. (1993). Visual communicating. Englewood Cliffs, N.J., USA: Educational Technology Publications.