“Oltre lo specchio dei desideri”, learning sequences in new media literacies for italian lower secondary school

Article Sidebar

Cover illustration by Galia Traverso
PDF (Italian)
Published: Apr 30, 2013
DOI: https://doi.org/10.17471/2499-4324/125
Keywords:
New Media Literacies, Youth, Identity, Creativity, Mediation, Educational Technology, Technology Enhanced Learning (TEL), Digital Literacy

Main Article Content

Isabella Bruni
MED - Associazione Italiana per l’Educazione ai Media e alla Comunicazione, Roma

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.

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

Bennett S., Maton K., Kervin L. (2008). The ‘digital

natives’ debate: a critical review of the evidence.

British Journal of Educational Technology,

(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

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,

(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.