Detailed Program of the Conference

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The current Conference time is: 9th Aug 2022, 06:33:35pm CEST

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Overall view of the program
Session
Parallel session - B.6.2 Curriculum of Digital Civic Education, Teaching of Civic Education and new Citizenship
Time:
Wednesday, 02/June/2021:
5:45pm - 8:00pm

Session Chair: Stefano Pasta
Session Chair: Pier Cesare Rivoltella
Location: Room 2

Session Panels:
B.6. Curriculum of Digital Civic Education, Teaching of Civic Education and new Citizenship

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Presentations
ID: 765 / WED-PRL-E2-B.6.2: 1
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Panels: B.6. Curriculum of Digital Civic Education, Teaching of Civic Education and new Citizenship
Keywords: Educational Poverty, Digital Divide, Digital competence, Community Technologies, Third space literacies

DOES DIGITAL EDUCATIONAL POVERTY COINCIDE WITH EDUCATIONAL POVERTY? A RESEARCH ON DIGITAL DIVIDE AMONG ITALIAN PRE-TEENS

Stefano Pasta, Michele Marangi

Università Cattolica del Sacro Cuore di Milano, Italy

The paper aims to rethink the concept of educational poverty in the digital age by verifying whether digital educational poverty coincides tout court with educational poverty or whether the comparison between these two dimensions requires a further in-depth analysis taking into consideration multiple social, cultural, pedagogical, expressive and psychological factors. In this perspective, digital educational poverty should not only be seen as social deprivation, but also as a cultural and expressive element, leading to reflection on the gap in creativity and "authorship" that often characterizes a poor or problematic use of social media by young people. The Covid-19 emergency has highlighted the need to rethink the digital divide not only as regards the aspects related to technical access to technological devices and connection networks, but also in consideration of the deficit of conscious, innovative and creative use of digital technology, in a perspective oriented towards a participatory and responsible citizenship.

Taking into consideration the four basic areas of educational poverty, this paper aims to investigate if and how digital poverty can be measured. This reflection is based on a survey tool which was conceived in consultation with the authors and already used in a survey carried out by the CREMIT-Catholic University and Save the Children, which in the first months of 2021 involved students of lower secondary schools (12-13 years) in Italy. Survey results will be examined with a view to highlight how different references to European documents and literature may lead to different perspectives in the survey methodology.

In the last part, the paper points out a number of additional research perspectives and indications for educational interventions against educational poverty in relation to the concept of Dynamic Digital Literacies.



ID: 612 / WED-PRL-E2-B.6.2: 2
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Panels: B.6. Curriculum of Digital Civic Education, Teaching of Civic Education and new Citizenship
Keywords: digital citizenship, digital school, Digcomp, democracy, educational technologies

FROM DIGITAL SCHOOL TO DIGITAL CITIZENSHIP: A CRITICAL REFLECTION

Alessio Fabiano

Università degli Studi della Basilicata, Italy

We live in a reality in which digital technologies have radically changed attitudes, practices, habits and the way we communicate and relate. Today we speak of a knowledge society, a complex society that is always subject to rapid and continuous changes. All this has repercussions not only on a social and cultural level, but also on an economic one, therefore, in order to govern this change it is necessary to develop creative thinking and acquire specific skills so that all citizens can develop an ability to adapt to different life situations. It is therefore a question of giving life to a process of continuous learning throughout life, the so-called "lifelong learning" which in this digital age cannot ignore the development of digital skills. Without these competences, it is not possible to fully exercise one's rights or participate actively in democratic life. Certainly the development of these skills is not merely instrumental but also and above all conceptual. Knowing how to use technologies with confidence does not imply any competence, but it is the way we use them that makes the difference. An individual becomes a competent digital citizen when he or she uses technologies with awareness, critical spirit and responsibility. This short work focuses on the concept of citizenship extended to the digital dimension and on the need to start a digital literacy process from the very first schooling. In this process, the fundamental role of the school is reaffirmed, as an educational institution that has the task of educating and training the citizens of the future. We will try to illustrate the school of skills, which has as a reference horizon the 8 key competences for lifelong learning, including digital, contained in the European recommendations 2006 - 2008 - 2018. Finally, the DigComp model will be proposed European Digital Competence Framework for Citizens, aimed at improving citizens' digital competence and a tool that can also be used by education managers for planning education and training initiatives. The idea is to develop a new digital civic education syllabus aimed at educating young people in a responsible and conscious use of new media for a new digital citizenship.



ID: 749 / WED-PRL-E2-B.6.2: 3
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Panels: B.6. Curriculum of Digital Civic Education, Teaching of Civic Education and new Citizenship
Keywords: Air quality, Flipped Classroom, Constructivism, e-learning, Cooperative-learning.

INNOVATION THROUGH E-LEARNING, CONSTRUCTIVISM AND COOPERATIVE THINKING: THE EXPERIENCE OF PREPAIRED!

Domenico Vito, Mita Lapi, Stefania Fontana, Antonio Ballarin Denti, Lorenzo Cozzi

Fondazione Lombardia per l'Ambiente, Italy

Air pollution is a global threat and one of the first attempts to human health. The WHO estimates that the deaths caused reach 4.2 million connected the dropout in non communicable diseases like stroke, heart disease, lung cancer, acute and chronic respiratory diseases. Around 91% of the world's population lives in places where air quality levels exceed WHO limits. Air pollution is indeed a major problem, and in Italy special attention is needed in the Po’ basin where orographic and meteorological conditions contribute to have higher level of several pollutant beyond the limit. A common effort among regions is then essential as well a diffuse awareness among at local community level.Educational programs to air quality since early school became a primary driver to be triggered and support a conscious engagement of future citizens in the implementation of air quality policies.PREPAIR is a project aimed at harmonizing, supporting and strengthening the measures established in the regional plans and within the agreement of the Po Valley on a larger scale The ultimate goal of PREPAIR is to guarantee the sustainability of results and the empowerment of regulatory agencies. .Within the PREPAIR project.PrepAIRed! is the action aimed at designing, testing and implementing different target-oriented training courses aimed at raising awareness and strengthening knowledge in the school system (teachers and students) on the issues of air quality covered by the project. PrepAIRed! tries to achieve its objectives through an innovative didactic approach in order to foster the concept of “air as common good”. The educational path is divided in 5 modules representing the most impactful determinants of air quality and each module is organized in 3 learning phases reflecting the I-E-A paradigm: Information Experience and Action.The I-E-A paradigm is based on constructivism theory ( Rivoltella, 2014 ) and constructivism techniques like flipped classroom and episodes of situated learning are implemented within the didactic proposal. The educational path is supported by a composite e-learning platform to support cooperative learning and to offer dedicated virtual spaces for teachers and single classic where it’s possible to share interactive materials, homeworks communications and evaluations.PrepAIRed! activities also designed a ‘support pack’ for teaching in COVID-19 pandemic, providing a series of suggestion, measures, and tips to support teacher in distance learning lesson during the lockdown period.



ID: 253 / WED-PRL-E2-B.6.2: 5
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Panels: B.6. Curriculum of Digital Civic Education, Teaching of Civic Education and new Citizenship
Keywords: literacy, new literacies, critical pedagogy, digital civic education curriculum

THE MULTIPLICITY OF LITERACY CONCEPTIONS IN DIGITAL CIVIC EDUCATION

Michael Schlauch

Free University of Bolzano, Italy

Debates on what "literacy" is and should be predate the current pervasiveness of "onlife" digital media environments. This contribution seeks to disentangle different perspectives on (media) literacy that emerge as different, and at times ambiguous, possible interpretations within media education frameworks such as the digital civic education curriculum (MIUR, 2018) or the digital citizenship curriculum (James et al., 2019). Based on past discussions, two tendencies can be distinguished that result in either the (1) broadened use or the (2) restrictive figurative use of literacy terminology. A broadened conception of literacy has been thematized within critical pedagogy (Freire & Macedo, 1987) as well as in subsequent discussions linked to multiliteracies and new literacy studies (Gee, 2009; New London Group, 1996; Street, 2017), where literacies are viewed in the context of shared social and cultural practices. With that, literacy has been conceptualised in conjunction with its cultural and critical dimensions (Green, 1988). In media education, these aspects have been recovered as integral elements of media competency and media literacy concepts (Baacke, 1996; Buckingham, 2015), foregrounding the importance of digital agency and participation. On the other hand, however, a variety of scholars have criticised reductive metaphorical uses of literacy that merely refer to the skill of using a determinate device, e.g. as in "computer literacy" (Postman, 1995) or as in "letteracy" being traditional literacy centering around the mere use letters (Papert, 1993). It has been noted that instrumental and deficit-oriented conceptions of digital competence are prone to reemerge in pedagogical practice, for example in "protectionist" or "propagandistic" teaching units (Buckingham, 2019, ch. 3). Digital civic education, through its interdisciplinary configuration and linkage to a certain kind of civic intentionality (Mihailidis, 2018), has the potential to cultivate agency, consciousness and emancipatory approaches necessary for taking up the challenges of onlife democracy. This implies, however, finding ways of integrating creative media production, consumption, critique and reflection within pedagogical practice and highlights further issues in how to translate the digital civic education curriculum to teaching.

REFERENCES

Baacke, D.(1996). Medienkompetenz–begrifflichkeit und sozialer wandel.In Medienkompetenz als schlselbegriff(pp. 112–124).Bonn,Deutsches Institut für Erwachsenenbildung.

Buckingham, D.(2015). Defining digital literacy:What do young people need to know about digital media?Nordic Journal of Digital Literacy,2015(4), 21–34.

Buckingham, D.(2019).The media education manifesto.John Wiley&Sons.

Freire, P., & Macedo, D.(1987).Literacy:Reading the word&the world.Routledge;KeganPaulLtd.

Gee, J. P.(2009).Reflections on reading cope and kalantzis’ ‘multiliteracies’:New literacies, new learning. Pedagogies:An International Journal,4(3),196–204.https://doi.org/10.1080/15544800903076077

Green, B.(1988).Subject-specific literacy and school learning:A focus on writing.Australian journal of Education,32(2),156–179.

James, C., et.al.(2019).Teaching digital citizens in today’s world:Research and insights behind the common sense k–12 digital citizenship curriculum.Common Sense Media.

Mihailidis, P.(2018). Civic media literacies: Re-imagining engagement for civic intentionality.Learning,Media and Technology,43(2),152–164.

MIUR.(2018). Educazione civica digitale – sillabo.MIUR.ecd.generazioniconnesse.it

New London Group. (1996). A pedagogy of multiliteracies:Designing social futures.Harvard Educational Review, 66, 60–92.

Papert, S.(1993). The childrens machine:Rethinking school in the age of the computer.New York,Basic Books.

Postman, N.(1995). The end of education:Redefining the value of school.New York, Vintage.

Street, B. V.(2017). New Literacy Studies in Educational Contexts.Teacher and Librarian Partnerships in Literacy Education in the 21st Century,23–32.



 
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