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Rethinking Digital Literacy for Teachers in Open and Participatory Societies

Rethinking Digital Literacy for Teachers in Open and Participatory Societies

Fabio Nascimbeni
Copyright: © 2018 |Volume: 9 |Issue: 3 |Pages: 11
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781522545484|DOI: 10.4018/IJDLDC.2018070101
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MLA

Nascimbeni, Fabio. "Rethinking Digital Literacy for Teachers in Open and Participatory Societies." IJDLDC vol.9, no.3 2018: pp.1-11. http://doi.org/10.4018/IJDLDC.2018070101

APA

Nascimbeni, F. (2018). Rethinking Digital Literacy for Teachers in Open and Participatory Societies. International Journal of Digital Literacy and Digital Competence (IJDLDC), 9(3), 1-11. http://doi.org/10.4018/IJDLDC.2018070101

Chicago

Nascimbeni, Fabio. "Rethinking Digital Literacy for Teachers in Open and Participatory Societies," International Journal of Digital Literacy and Digital Competence (IJDLDC) 9, no.3: 1-11. http://doi.org/10.4018/IJDLDC.2018070101

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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.

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