[AISWorld] IJDLDC - 1st issue of the 2nd year & CfP

[Antonio CARTELLI]

It has just been published the latest issue of:
International Journal of Digital Literacy and Digital Competence (IJDLDC)
Official Publication of the Information Resources Management Association
Volume 2, Issue 1, January-March 2011
Published: Quarterly in Print and Electronically
ISSN: 1947-3494 EISSN: 1947-3508
Published by IGI Publishing, Hershey-New York, USA (www.igi-global.com/ijdldc)

Editor-in-Chief: Antonio Cartelli, University of Cassino, Italy

EDITORIAL PREFACE
Antonio Cartelli, University of Cassino, Italy
To read the preface, click on the link below, and then click "Preface."
http://www.igi-global.com/bookstore/titledetails.aspx?titleid=47783

PAPER ONE
Beyond Babel: Multiliteracies in Digital Culture
Monica Fantin, Universidade Federal de Santa Catarina (UFSC), Brazil
This article highlights the importance of the concepts of media  
literacy, and digital and informational literacy to understand the  
multimodal meaning of multiliteracies and their interfaces. An analogy  
with Babel is used to understand the different ways in which this  
concept articulates the linguistic, visual, audio, spatial, and  
gestural dimensions in digital culture. In this framework, the  
question of convergence is highlighted in learning experiences  
undertaken in formal and informal contexts. To qualify the meaning of  
this learning for the subject, the article mentions the concept of  
personal literacy to locate the importance of subjectivity in the  
interactions that the multiliteracies offer. Finally, in an exercise  
of representation of the components of the multiliteracies, the  
article presents a diagram that highlights the importance of mediation  
and the forms of appropriation that express concepts and experiences  
in search of a transformative pedagogical practice, as an opportunity  
to understand the multiliteracies as a condition of dialog, expression  
and participation in the culture.

PAPER TWO
Formalized Informal Learning: ICT and Learning for the 21st Century
Karin Tweddell Levinsen, Aarhus University, Denmark
Birgitte Holm Sørensen, Aarhus University, Denmark
Longitudinal research projects into social practices are both subject  
to and capture changes in society, meaning that research is conducted  
in a fluid context and that new research questions appear during the  
project?s life cycle. In the present study emerging new performances  
and uses of ICT are examined and the relation between network society  
competences, learners? informal learning strategies and ICT in  
formalized school settings over time is studied. The authors find that  
aspects of ICT like multimodality, intuitive interaction design and  
instant feedback invites an informal bricoleur approach. When  
integrated into certain designs for teaching and learning, this allows  
for Formalized Informal Learning and support is found for network  
society competences building.

PAPER THREE
Digital Literacy and Competence in Students Attending a Faculty of Humanities
Antonio Cartelli, University of Cassino, Italy
Angela Di Nuzzo, University of Cassino, Italy
In this paper the behaviors and tendencies in the use of digital  
technologies by university students are analyzed. After a short  
discussion of former studies and the presentation of the model for  
digital literacy structure and assessment in students attending  
compulsory school, the investigation carried out by the authors is  
described and the results obtained from the analysis of the university  
students? answers is reported. The survey was submitted to 331  
students in the Faculty of Humanities at the University of Cassino,  
Italy, and the students? answers show a contradictory reality: on one  
side, digital technologies are mainly used to communicate in social  
networks or to play music and movies, on another side it is evident  
the students? interest for the most recent aspects of the application  
of digital technology and for the improvement in the quality of their  
use.

PAPER FOUR
Good Teaching Practice and Quality Indicators for Virtual and Blended  
Learning: Project Matrix
M. Esther del Moral Pérez, University of Oviedo, Spain
Lourdes Villalustre Martínez, University of Oviedo, Spain
The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university  
Results that can be Extrapolated to Blended Learning)1 project  
identified and described the diverse teaching methods and practices  
applied in a representative sample of virtual and blended learning  
degree courses taught at different Spanish Universities using the G92  
Shared Virtual Campus. The purpose was to extrapolate the experiences  
considered as ?good practice? in the new blended learning contexts and  
methodologies proposed by the EHEA, using as indicators the quality of  
the learning design as assessed by experts, the satisfaction level of  
the students taking the courses, their effective contribution to  
attaining specific and generic competence in different subjects.

PAPER FIVE
Developing and Managing Digital/Technology Literacy and Effective  
Learning Skills in Adult Learners
Jeffrey Hsu, Fairleigh Dickinson University, USA
Zhongxian Wang, Montclair State University, USA
Karin Hamilton, Fairleigh Dickinson University, USA
The needs of adult learners are different from those of traditional  
undergraduate students, and programs must be designed to meet this  
need. In particular, digital and technology literacy needs, including  
general computing skills, computerized communications, online and  
distance learning, and Web 2.0 tools make navigating coursework an  
additional challenge. In this paper, the authors examine the  
technology and digital literacy needs and backgrounds of adult learner  
students and discuss research on the interaction between technology  
and adult learner education. Using the features of intensive weekend  
classroom sessions, on-line distance learning, and specialized  
teaching methods, an improved learning environment tailored to unique  
needs and career goals can be offered to business undergraduate  
adults. An important component is the development of technology and  
digital literacy skills to ?fill the gaps? of students who may have  
extensive business or working experience, but are less than proficient  
in the use of technology. More depth and analysis is given to the  
following areas: digital and technology skills and knowledge  
improvement, pedagogical features, the use of intensive weekend and  
evening sessions, and the role of distance learning to supplement the  
classroom sessions.

*****************************************************
For full copies of the above articles, check for this issue of the  
International Journal of Digital Literacy and Digital Competence  
(IJDLDC) in your institution's library. This journal is also included  
in the IGI Global aggregated "InfoSci-Journals" database:  
http://www.igi-global.com/EResources/InfoSciJournals.aspx.  
*****************************************************

CALL FOR PAPERS IN 2nd and 3rd ISSUES of the JOURNAL

Mission of IJDLDC is to provide a platform for experts, scholars,  
stakeholders, and others professionals involved in the use of  
information communication technologies in education to share theories,  
studies, experiences, projects, instruments, and applications. This  
journal covers ideas concerning digital literacy and digital  
competence that will penetrate the whole society and create shared and  
commonly accepted educational paradigms to be used in academics by  
means of a practice-theory-practice paradigmatic approach to  
education. IJDLDC publishes innovative findings from leading experts,  
including engineers, researchers, scientists, educators, and  
practitioners in the creation of hardware-software instruments in  
everyday education, training, and school work.

Coverage of IJDLDC:

Topics to be discussed in this journal include (but are not limited  
to) the following:

? Definitions/features for digital literacy and digital competence
? Digital competence assessment
? Digital divide and digital literacy
? Digital literacy and digital competence interaction with:
   o Communities of practice
   o Computer science education
   o Construction of learning environments
   o Information systems
   o Knowledge management
   o Learning organizations
   o New teaching paradigms
   o Psycho-pedagogical paradigms
   o School curricula
   o Social Networking
   o Social-technical approach to MIS use
   o Teacher profession/updating
   o Ubiquitous computing
   o Virtual learning environments
   o Web technologies
? Digital literacy in developing countries
? Digital literacy, digital competence, and diversely able people
? Digital literacy, digital competence, and knowledge society with a  
special attention to:
   o E-citizenship
   o E-government
   o Lifelong learning
   o Multicultural society
   o Net generation
   o Personal knowledge management
   o Personal learning environments
? Frameworks for digital literacy and digital competence analysis
? National and international initiatives for digital literacy
? National and international policies for digital literacy

Interested authors should consult the journal's manuscript submission  
guidelines www.igi-global.com/ijdldc.

All inquiries and submissions should be sent to:
Editor-in-Chief: Antonio Cartelli at cartan at unicas.it


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