[AISWorld] New Issue of the Int. Jour. of Digital Literacy and Digital Competence and CfP

[Antonio CARTELLI]

The contents of the latest issue of:
International Journal of Digital Literacy and Digital Competence (IJDLDC)
Official Publication of the Information Resources Management Association
Volume 2, Issue 3, July-September 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=48032&detailstype=contents

PAPER ONE

Transformation of Individual Learning Through Informatics and  
Information Technology Activities in Primary School

Valentina Dagiene, Vilnius University, Lithuania
Vaiva Grabauskiene, Vilnius University, Lithuania

The topic of the individual learning conditions creation can be  
analysed from the technological as well as pedagogical side. In both  
cases there is the same fundamental point: how to create valuable and  
as much as possible natural learning environment? The experience in  
the application of technologies for personalisation, analysed in  
scientific literature, reveals newer possibilities for the individual  
activities support. This encourages taking a different route in  
analysing individual learning – to interdisciplinary combine the  
content of close concepts. The paper deals with basic concepts of  
interdisciplinary content analysis – informatics and information  
technology impact to an individual learning in primary school.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=58358

To read a PDF sample of this article, click on the link below.
http://www.igi-global.com/viewtitlesample.aspx?id=58358

PAPER TWO

Blended Collaborative Learning through a Wiki-Based Project: A Case  
Study on Students’ Perceptions

Dimitrios Roussinos, University of Peloponnese, Greece
Athanassios Jimoyiannis, University of Peloponnese, Greece

Wikis are currently gaining in popularity in schools and higher  
education institutions and they are widely promoted as collaborative  
tools supporting students’ active learning. This paper reports on the  
investigation of university students’ beliefs and perceptions of a  
wiki authoring activity, designed to support blended and collaborative  
learning. The study was administered in the context of an authentic  
coursework project activity in a first semester university course on  
Information and Communication Technologies (ICT), attended by 47 first  
year students. Research findings indicated that the students in the  
sample were generally positive about the collaborative experience  
offered through the wiki and the consequent learning outcomes.  
Students’ perceptions of the functionality and usability of the wiki  
environment were also positive. They considered the wiki as an  
effective and easy to use technology. In overall, they evaluated  
positively the wiki assignment, as well as the technical and learning  
support they received on-line, through the wiki pages, and by their  
instructors during the class sessions.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=58359

To read a PDF sample of this article, click on the link below.
http://www.igi-global.com/viewtitlesample.aspx?id=58359

PAPER THREE

Literacy and Space Technology in Nigeria

Christopher Babatunde Ogunyemi, Joseph Ayo Babalola University, Nigeria

This paper examines literacy as it affects Space Technology in  
Nigeria. The place of digital technology enables a proper  
understanding of literacy in Nigeria. The paper is divided into four  
parts. The first section redefines literacy in order to understand the  
possibilities of meanings based on the perceptions of James (1984),  
Onukaogu (2008), Arua (2009) and Ajayi (2009) that conceptualize the  
complex nature of literacy and its indispensability. The second part  
visualizes the role played by literacy in educating technological  
advancement in Nigeria, bearing in mind that in 1999, the Federal  
Government of Nigeria approved the Nigerian Space Policy and the  
implementation of the space program. The third section underscores the  
socio-economic relevance of literacy in enhancing global space  
technology for Nigeria while the fourth section relates Ajayi’s (2009)  
projection in a meta-critical manner, so that Nigeria can become a  
world power. The theoretical framework for this paper is the  
“Transformational Theory”. The theory opines that “learning occurs as  
a result of transformation of participation in culturally valued  
activities” such as space technology. The paper emphasizes practical  
findings to stimulate excellence and literacy relevance in science and  
technology.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=58360

To read a PDF sample of this article, click on the link below.
http://www.igi-global.com/viewtitlesample.aspx?id=58360

PAPER FOUR

Educators’ Expectations on Technology Enhanced Education (TEE): Should  
and Could They Be Modified?

Carlo Giovannella, University of Rome Tor Vergata, Italy
Claudia Di Lorenzo, University of Rome Tor Vergata, Italy
Simona Scarsella, University of Rome Tor Vergata, Italy
Corrado Amedeo Presti, University of Rome Tor Vergata, Italy

This paper reports and discusses the result of a survey focused on the  
perceptions and expectations on TEE applications, conducted among 500  
Italian educators (university, high/middle/elementary schools and  
professionals) involved in on-line or blended learning practices. The  
expectations are quite basic ones, although may depend on the  
educational level: support to content sharing and production,  
communication, assessment and team working are at the top of rank;  
much less relevant appear to be items like: support to socialization,  
process design and personalization. Very similar results have been  
obtained also from a survey among schools’ teachers, novices for TEE,  
attending a Master in “e-learning: methods, techniques and  
applications”. The survey was conducted after the conclusion of the  
first part of the master carried on according to a very traditional  
distance learning process: content download, self-evaluation tests,  
tutor assistance upon request. However, after the participation to the  
second part of the Master, organized as a collaborative, design  
inspired P3BL (problem, project and process based learning)  
experience, their opinions on TEE changed in a considerable manner.  
This indicates how necessary a dissemination action on a large scale  
among educators with regard to both TEE potentialities and design  
literacy would be.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=58361

To read a PDF sample of this article, click on the link below.
http://www.igi-global.com/viewtitlesample.aspx?id=58361

*****************************************************
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

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 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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