Rethinking Digital Literacy for Teachers in Open and Participatory Societies

Fabio Nascimbeni
Additional contact information
Fabio Nascimbeni: Universidad Internacional de la Rioja, La Rioja, Spain

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2018, vol. 9, issue 3, 1-11

Abstract: This article argues that models for the integration of ICT in teacher training should be based on a holistic understanding of digital literacy that considers the ongoing change in knowledge production, management and consumptions connected with the generalised rise of open and participatory societies. In order to understand how this could be done, the article analyses a few digital literacy frameworks, including the recent DigCompEdu framework by the European Commission, looking for the space given to competencies related to openness and collaboration, and proposes some reflections on how critical competences could be included in contemporary digital literacy frameworks for teachers. The article concludes that more should be done by teacher training initiatives to transform educators into critically literate actors able to participate competently in digital practices but also to transform these practices into an active, inclusive and open way.

Date: 2018
References: Add references at CitEc
Citations:

Downloads: (external link)
http://services.igi-global.com/resolvedoi/resolve. ... 18/IJDLDC.2018070101 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:igg:jdldc0:v:9:y:2018:i:3:p:1-11

Access Statistics for this article

International Journal of Digital Literacy and Digital Competence (IJDLDC) is currently edited by Tonia De Giuseppe

More articles in International Journal of Digital Literacy and Digital Competence (IJDLDC) from IGI Global
Bibliographic data for series maintained by Journal Editor ().