Critical digital literacy and active citizenship at school: The experience of the Scientix Ambassadors
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Published
Apr 9, 2024
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Abstract
Quality education represents one of the leading goals among the United Nations sustainable goals and its centrality is internationally recognized. The paper, after reviewing how to reach quality education and which competencies students should reach, presents the Scientix project. With a participatory action research and peer-led experiential learning approach, a number of experiences are shared as a proof of concept about educational intervention coupling research and practices. The experiences cover all school levels and aspects spanning Information Literacies related to online inquiry process and source validation and verification; Data Literacy and its importance for active and critical participation in society; Digital Citizenship and sustainable use of technologies and digital civic engagement and technology use related to Computational Thinking and coding. The work lays the basis for the assessment of key factors in learning resource design and key educational practices with the greatest positive impact on the students’ learning path.
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Articles - General topics
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Avison, D. E., Lau, F., Myers, M. D., & Nielsen, P. A. (1999). Action research. Communications of the ACM, 42(1), 94–97.
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29–58.
Clear, A., Clear, T., Vichare, A., Charles, T., Frezza, S., Gutica, M., Lunt, B., Maiorana, F., Pears, A., & Pitt, F. (2020). Designing computer science competency statements: A process and curriculum model for the 21st century. In Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education (pp. 211–246).
Council of the European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning.
Cristaldi, G., Quille, K., Csizmadia, A. P., Riedesel, C., Richards, G. M., & Maiorana, F. (2022). The intervention, intersection and impact of social sciences theories upon computing education. 2022 IEEE Global Engineering Education Conference (EDUCON), 1561–1570.
Finkenstaedt-Quinn, S. A., Polakowski, N., Gunderson, B., Shultz, G. V., & Gere, A. R. (2021). Utilizing peer review and revision in STEM to support the development of conceptual knowledge through writing. Written Communication, 38(3), 351–379.
Freire, P. (2002). Pedagogy of autonomy. Knowledge Required for Educational Practice (25th Ed.). São Paulo, SP: Paz e Terra.
Fuhrmanna, T., Guastib, L., Niewintc, J., & Macedod, L. (2022). Applying the Bifocal Modeling Framework in the Italian School System: “Making-Science” with Special Needs Students. ATEE, 179.
Giuliani, A. (2023). Promote collaborative and problem-based experiences to counter and prevent the cyberbullying phenomena: a study in an Italian secondary school. In ICERI2023 Proceedings (pp. 8109-8115). IATED.
Gouseti, A., Bruni, I., Ilomäki, L., Lakkala, M., Mundy, D., Raffaghelli, J., Ranieri, M., Roffi, A., Romero, M., & Romeu, T. (n.d.). Critical Digital Literacies framework for educators.
Guasti L. Bassani L., Sacco M., Chiarantini M., Messini L. (2023). DSERRA: pilot survey on the introduction of a new device to improve laboratory teaching, in a primary and secondary school. INTED2023 Proceedings, 2715-2724.
KO, A., Beitlers, A., Wortzman, B., Davidson, M., Oleson, A., Kirdani-Ryan, M., & Druga, S. (2021). Critically Conscious Computing: Methods for Secondary Education. CONSULTATO: 10.
Maiorana, F. (2020). A flipped design of learning resources for a course on algorithms and data structures. International Conference on Interactive Collaborative and Blended Learning, 268–279.
Maiorana, F., Altieri, S., Colli, A., Labbri, M., Nicolini, M., Nazzaro, L., Porta, M., Severi, A., & Guida, M. (2020a). Scientix teacher ambassadors: A passionate and creative professional community linking research and practice. Proceedings of ICERI2020 Conference, 9, 10th.
Maiorana, F., Nazzaro, L., Severi, A., Ciolli, A., Porta, M., Cristaldi, G., & Labbri, M. (2022). Reflections on inclusive leadership education: From professional communities of practices to students. IUL Research, 3(5), 324–337.
McGill, M. M., Decker, A., & Abbott, Z. (2018). Improving research and experience reports of pre-college computing activities: A gap analysis. Proceedings of the 49th ACM Technical Symposium on Computer Science Education, 964–969.
Morin, E. (2000). La testa ben fatta (S. Lazzari, Trans.). [1999]. Cortina
Niewint, J., Goracci, S., Minichini, C., Cossu, C., Lonigro, M., & Maiorana, F. (2022). Third Italian Scientix conference book of abstract. INDIRE. https://www.indire.it/wp-content/uploads/2022/09/BoA_Scientix_Italia_2022_R.pdf
Organisation de coopération et de développement. (2019). PISA 2018 assessment and analytical framework. OECD publishing.
Panconesi, G., & Guida, M. (2017). Handbook of research on collaborative teaching practice in virtual learning environments. IGI Global.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (Seville site).
Salehi, S., Fuhrmann, T., Greene, D., & Blikstein., P. (2013). The Effect of Bifocal Modeling on Students’ Assessment of Credibility. Roundtable paper presented at the American Educational Research Association Conference, AERA 2013. San Francisco, CA, USA.
Swennen, A. (2020). Experiential learning as the ‘new normal’ in teacher education. European Journal of Teacher Education, 43(5), 657–659.
UNESCO. (2017). UNESCO moving forward the 2030 Agenda for Sustainable Development. United Nations Educ. Sci. Cult. Organ., 22.
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site).