International Journal of Digital Literacy and Digital Competence (IJDLDC)

International Journal of Digital Literacy and Digital Competence (IJDLDC)

Editor-in-Chief: Antonio Cartelli (University of Cassino and Southern Lazio, Italy)
Published Quarterly. Est. 2010.
ISSN: 1947-3494|EISSN: 1947-3508|DOI: 10.4018/IJDLDC
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Description

The International Journal of Digital Literacy and Digital Competence (IJDLDC) creates and develops a common framework for the analysis of computer proficiency and digital competence. This journal proposes new instruments for everyday instruction, without excluding lifelong learning and the more general problem of community and social knowledge, and suggests complete integration of digital literacy and digital competence in youth. Providing the latest technological advances, theories, instruments, and experiences for the introduction of digital literacy in schools and society, the journal creates a common space for the discussion on digital literacy and digital competence between research and policy and provides support to local, national, and supranational structures for the enhancement of electronic education. The journal also pays special attention to the influence that new learning spaces have in youth education and to the connection between citizenship and digital education instruments, focusing on social networking, socio-technologies, collaborative learning environments and strategies.

Topics Covered

  • Definitions/features for digital literacy and digital competence
  • Digital competence assessment
  • Digital divide and digital literacy
  • Digital literacy in developing countries
  • Digital literacy in the large, as a need for corporate and organizations in their knowledge management strategies
  • Digital literacy, digital competence, and diversely able people
  • Digital literacy, digital competence, and e-citizenship
  • Digital literacy, digital competence, and e-government
  • Digital literacy, digital competence, and lifelong learning
  • Digital literacy, digital competence, and multicultural society
  • Digital literacy, digital competence, and personal knowledge management
  • Digital literacy, digital competence, and personal learning environments
  • Digital literacy, digital competence, and the net generation
  • Frameworks for digital literacy and digital competence analysis
  • Interaction of digital literacy and digital competence with a social-technical approach to MIS use
  • Interaction of digital literacy and digital competence with communities of practice
  • Interaction of digital literacy and digital competence with computer science education
  • Interaction of digital literacy and digital competence with construction of learning environments
  • Interaction of digital literacy and digital competence with information systems
  • Interaction of digital literacy and digital competence with knowledge management
  • Interaction of digital literacy and digital competence with learning organizations
  • Interaction of digital literacy and digital competence with new teaching paradigms
  • Interaction of digital literacy and digital competence with psycho-pedagogical paradigms
  • Interaction of digital literacy and digital competence with school curricula
  • Interaction of digital literacy and digital competence with social Networking
  • National and international initiatives for digital literacy
  • National and international policies for digital literacy
  • Teacher profession/updating
  • Ubiquitous computing
  • Virtual Learning Environments
  • Web Technologies

Mission

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 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 also focuses on the methods and processes for the integration of digital technological equipments in the same contexts.

Table of Contents and List of Contributors

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Volume 8: 4 Issues (2017): Forthcoming, Available for Pre-Order
Volume 7: 4 Issues (2016): 2 Released, 2 Forthcoming
Volume 6: 4 Issues (2015)
Volume 5: 4 Issues (2014)
Volume 4: 4 Issues (2013)
Volume 3: 4 Issues (2012)
Volume 2: 4 Issues (2011)
Volume 1: 4 Issues (2010)
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Indices

ACM Digital LibraryACM Digital Library
Bacon's Media Directory
Cabell's DirectoriesCabell's Directories
DBLPDBLP
Google ScholarGoogle Scholar
INSPECINSPEC
JournalTOCsJournalTOCs
Library & Information Science Abstracts (LISA)
Linguistics & Language Behavior Abstracts (LLBA)Linguistics & Language Behavior Abstracts (LLBA)
MediaFinderMediaFinder
PsycINFO®
The Standard Periodical Directory
Ulrich's Periodicals Directory

Editor(s)-in-Chief Biography

Antonio Cartelli is an associate professor in experimental pedagogy at the University of Cassino and Southern Latium (Italy). He holds degrees in mathematics and physics from “La Sapienza” University in Rome and currently teaches educational and learning technologies and ICT literacy. His main fields of interest are ICT in teaching/learning processes, ICT in knowledge management, and Web technologies in education and e-learning.

Editorial Board

Associate Editors
Laura Cervi, Universitat Autonoma de Barcelona, Spain
Joseph Cullen, Tavistock Institute of London, United Kingdom
Valentina Dagiene, Institute of Mathematics and Informatics, Lithuania
Carmen De Pablos Heredero, Universidad Rey Juan Carlos, Spain
Orlando De Pietro, University of Calabria, Italy
Ola Erstad, University of Oslo, Norway
Paolo Frignani, University of Ferrara, Italy
Ela Klecun, London School of Economics, United Kingdom
Vittorio Midoro, The National Research Council (CNR), Italy
Eugenia Ng, The Hong Kong Institute of Education, Hong Kong
Antonella Nuzzaci, University of L'aquila, Italy
Carmelo Piu, University of Calabria, Italy
Pier Cesare Rivoltella, Catholic University of The Sacred Heart, Italy
Ian Selwood, University of Birmingham, United Kingdom
Neil Selwyn, London Knowledge Lab, United Kingdom
Editorial Review Board
Rozz Albon, Sharjah Higher Colleges of Technology, United Arab Emirates
Michele Baldassarre, The University of Bari Aldo Moro, Italy
Dimitar Christozov, American University in Bulgaria, Bulgaria
Sebastiano Costa, University of Messina, Italy
Luciano Galliani, University of Padua, Italy
Carlo Giovannella, University of Rome Tor Vergata, Italy
Jaleh Hassaskhah, University of Guilan, Iran, Islamic Republic Of
Jeffrey Hsu, Fairleigh Dickinson University, United States
Athanassios Jimoyiannis, University of Peloponnese, Greece
Terry Kidd, University of Houston-Downtown, United States
NP Kurtböke, Istanbul Sabahattin Zaim University, Turkey
Yair Levy, Nova Southeastern University, United States
Pierpaolo Limone, University of Foggia, Italy
Claudio Longobardi, University of Turin, Italy
Stefania Manca, National Research Council of Italy, Italy
Massimo Margottini, Roma Tre University, Italy
Patrizia Oliva, University of Messina, Italy
Gisella Paoletti, University of Trieste, Italy
Nicola Paparella, University of Salento, Italy
Donatella Persico, Istituto Tecnologie Didattiche, Italy
Corrado Petrucco, Università degli studi di Padova, Italy
Eva Podovsovnik, University of Primorska, Solvenia
Giorgio Poletti, University of Ferrara, Italy
Michelle Ramim, Nova Southeastern University, United States
Maria Ranieri, University of Florence, Italy
Peter Rittgen, Vlerick Leuven Gent Management School, Belgium
Tony Shan, IBM, United States
Carmen Stadelhofer, University of Ulm, Germany
Mark Stansfield, University of the West of Scotland, United Kingdom
José Tornero, Autonomous University of Barcelona, Spain
Tapio Varis, University of Tampere, Finland
David Vequist IV, University of the Incarnate Word, United States