The pedagogical challenge of digital literacy: reconsidering the concept – envisioning the 'curriculum' – reconstructing the school
by Helen Drenoyianni, Lampros K. Stergioulas, Valentina Dagiene
International Journal of Social and Humanistic Computing (IJSHC), Vol. 1, No. 1, 2008

Abstract: There is no doubt that digital literacy represents one of the most significant challenges of our times. Many of the commonly accepted realisations of ''Digital Literacy'' are concerned with the indisputable part-and-parcel relation of digital literacy to the phenomenon of 'digital divide'. Yet, one needs to ask: ''Which may be the components and the characteristics of such a unique 'curriculum' that could be responsive to such a major socio-economical and political goal?''. This paper attempts to consider in theoretical and practical terms the process of developing an educational framework for digital literacy through the embracement of participatory, bottom-up approaches. In particular, it is argued that the multifaceted task of developing a pan-European digital literacy framework may rest upon the construction of a functional and multifaceted network of education key-stakeholders, which will enable researchers, educationalists and policy makers to pursue the vision of a realistically inclusive pedagogy and a substantially progressive school.

Online publication date:: Sat, 27-Sep-2008

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