[AISWorld] Abstract Announcement for International Journal of Digital Literacy and Digital Competence (IJDLDC) 6(3)

cartan cartan at unicas.it
Tue Dec 29 09:23:27 EST 2015 

Oggetto: Abstract Announcement for International Journal of Digital 
Literacy and Digital Competence (IJDLDC) 6(3)
Data: 22.12.2015 20:55


The contents of the latest issue of:
INTERNATIONAL JOURNAL OF DIGITAL LITERACY AND DIGITAL COMPETENCE
(IJDLDC)
Volume 6, Issue 3, July - September 2015
Published: Quarterly in Print and Electronically
ISSN: 1947-3494; EISSN: 1947-3508;
Published by IGI Global Publishing, Hershey, USA

Editor(s)-in-Chief: Antonio Cartelli (University of Cassino and Southern
Lazio, Italy)

_Note: There are no submission or acceptance fees for manuscripts
submitted to the International Journal of Digital Literacy and Digital
Competence (IJDLDC). All manuscripts are accepted based on a
double-blind peer review editorial process._

EDITORIAL PREFACE

Special Issue on "School Revolution? Let's Start from Teachers' Digital
Literacy and Competences!"

Antonio Cartelli (University of Cassino and Southern Latium, Cassino,
Italy)

To obtain a copy of the Editorial Preface, click on the link below.
www.igi-global.com/pdf.aspx?tid=142160&ptid=118820&ctid=15&t=Special
Issue on "School Revolution? Let's Start from Teachers' Digital Literacy
and Competences!"

ARTICLE 1

Bridging the Age-based Digital Divide

Amy Antonio (University of Southern Queensland, Toowoomba, Australia),
David Tuffley (Griffith University, Brisbane, Australia)

An increasing reliance on digital technology in one's everyday life
necessitates the development of digital literacy skills to enable one's
continued participation in the Internet information-age. As existing
services, such as banking and shopping, move increasingly online, the
likelihood of excluding certain demographic groups, such as the elderly
and those living in rural areas, increases exponentially. The following
article outlines the results of a pilot study that explored the
perceived digital literacy skills of a group of adults in a rural
community. It will be shown that despite relatively low confidence
levels reported by the participants, they were nevertheless keen to
learn how to use digital technologies. Based on participant feedback,
the study concludes that there is a need to develop pedagogical
strategies to teach digital literacy skills to older adults,
particularly those living in rural and remote areas.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/bridging-the-age-based-digital-divide/142164
[2]

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=142164 [3]

ARTICLE 2

Mind the Gap: Digital Practices and School

Eduarda Ferreira (CICS.NOVA, Faculty of Social Sciences and Humanities,
Universidade Nova de Lisboa, Lisbon, Portugal), Cristina Ponte
(CICS.NOVA, Faculty of Social Sciences and Humanities, Universidade Nova
de Lisboa, Lisbon, Portugal), Maria João Silva (InED, Escola Superior
de Educação, Instituto Politécnico de Lisboa, Lisbon, Portugal),
Celiana Azevedo (CICS.NOVA, Faculty of Social Sciences and Humanities,
Universidade Nova de Lisboa, Lisbon, Portugal)

Digital practices are pervasive in the everyday lives of young people.
However, to be emerged in digital networked practices does not
inherently provide competences to critically examine media and online
content. Formal learning could profit from young people's interests and
enthusiasm in informal learning contexts, bridging the gap between
formal learning and everyday digital practices. The school has an urgent
and decisive role to promote digital literacies and to prepare young
people to adapt to a changing world. This paper presents results from
the project Net Children Go Mobile in Portugal to analyze the gap
between digital practices and school. The digital gap between the
culture of the school and the culture of children's lives outside school
is not just about having more access to technology or more ICT training,
it is essentially about having the competence of using critical thinking
and a diverse set of skills in digital practices.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/mind-the-gap/142165 [4]

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=142165 [5]

ARTICLE 3

Implementing a New Class-Lab: Guidelines for Integrating Innovative
Devices in Pre-Service Teachers' Practice

Assunta Tavernise (Physics Department, University of Calabria,
Arcavacata, Italy), Francesca Bertacchini (Mechanics, Energy and
Management Engineering Department, University of Calabria, Arcavacata,
Italy), Pietro S. Pantano (Physics Department, University of Calabria,
Arcavacata, Italy), Eleonora Bilotta (Physics Department, University of
Calabria, Arcavacata, Italy)

Some recent researches affirm that students' perception of lessons is
highly positive when various multimedia teaching tools are integrated.
Topics seems more interesting, learners are motivated and feel that
media provide them an advantage over the students in a traditional
setting. However, in Italy, pre-service teachers' training does not
involve a laboratorial approach to the Information and Communication
Technologies (ICT) to use in classroom. In this study, a case study on
the integration of different technologies, involving a new advanced
setting by which teachers can interact with diverse specific
technologies, is presented. In particular, in this technology-enhanced
environment, pedagogical agents in a virtual world, touch-screen
technologies, and robotics can be combined in order to make enjoyable
the acquisition of technological skills. Pre-service teachers' reports
show an overwhelmingly positive response, even if further case studies
are necessary.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/implementing-a-new-class-lab/142166 [6]

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=142166 [7]

ARTICLE 4

An Exploratory Study on Perceptions and Use of Technology by Novice and
Future Teachers: More Information and Less On-Line Collaboration?

Corrado Petrucco (Department of Philosophy, Sociology, Education and
Applied Psychology, University of Padua, Padua, Italy), Valentina Grion
(Department of Philosophy, Sociology, Education and Applied Psychology,
University of Padua, Padua, Italy)

The article discusses the factors that affect the choice of teachers to
integrate technology in their teaching and presents the results of a
questionnaire administered to 805 teachers attending professional
development training courses (TFA and PAS) in the Veneto Region
(Northern Italy). The research is aimed at collecting data for the
development of a teachers training program that is effective in
motivating them to a broader and more effective use of technology. The
study reveals how teachers still have little consideration for the
potential of interactive and collaborative technology, preferring to use
technology for searching information and materials rather than for
discussion and participation in on-line communities with their peers, in
order to improve their teaching and towards a collaborative construction
and sharing of knowledge. The study also confirms the findings in the
literature on the subject relative to a number of factors (internal and
external) that are perceived as obstacles to the decision to integrate
technology in education and proposes specific training activities that
are useful in order to remove them.

To obtain a copy of the entire article, click on the link below.
www.igi-global.com/article/an-exploratory-study-on-perceptions-and-use-of-technology-by-novice-and-future-teachers/142167
[8]

To read a PDF sample of this article, click on the link below.
www.igi-global.com/viewtitlesample.aspx?id=142167 [9]

-------------------------

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:
www.igi-global.com/isj [10].

-------------------------

CALL FOR PAPERS

Mission of IJDLDC:

The mission of the INTERNATIONAL JOURNAL OF DIGITAL LITERACY AND DIGITAL
COMPETENCE (IJDLDC) is to provide a platform for experts, scholars,
stakeholders, and other professionals involved in the use of information
communication technologies in education and society to share theories,
studies, experiences, projects, instruments, and applications. The
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. The journal
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, but it also focuses on the methods and processes for the
integration of digital technological equipments in the same contexts.

Indices of IJDLDC:

  	* ACM Digital Library
	* Bacon's Media Directory
	* Cabell's Directories
	* DBLP
	* Google Scholar
	* INSPEC
	* JournalTOCs
	* Library & Information Science Abstracts (LISA)
	* Linguistics & Language Behavior Abstracts (LLBA)
	* MediaFinder
	* PsycINFO®
	* The Standard Periodical Directory
	* Ulrich's Periodicals Directory

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:

  	* Communities of practice
	* Computer science education
	* Construction of learning environments
	* Information systems
	* Knowledge management
	* Learning organizations
	* New teaching paradigms
	* Psycho-pedagogical paradigms
	* School curricula
	* Social Networking
	* Social-technical approach to MIS use
	* Teacher profession/updating
	* Ubiquitous computing
	* Virtual learning environments
	* Web technologies

Digital literacy, digital competence, and diversely able people
Digital literacy, digital competence, and knowledge society with a
special attention to:

  	* E-citizenship
	* E-government
	* Lifelong learning
	* Multicultural society
	* Net generation
	* Personal knowledge management
	* Personal learning environments

Digital literacy in developing countries
Digital literacy in the large, as a need for corporate and organizations
in their knowledge management strategies
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/calls-for-papers/international-journal-digital-literacy-digital/1170
[11]

   IRMA Code of Ethical Research [12]

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