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 and Scope
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
Open Access Articles: Forthcoming
Volume 10: 4 Issues (2019): 0 Released, 4 Forthcoming
Volume 10: 4 Issues (2019): Forthcoming, Available for Pre-Order
Volume 9: 4 Issues (2018): 0 Released, 4 Forthcoming
Volume 9: 4 Issues (2018): Forthcoming, Available for Pre-Order
Volume 8: 4 Issues (2017)
Volume 8: 4 Issues (2017): Forthcoming, Available for Pre-Order
Volume 7: 4 Issues (2016)
Volume 7: 4 Issues (2016): Forthcoming, Available for Pre-Order
Volume 6: 4 Issues (2015)
Volume 6: 4 Issues (2015): Forthcoming, Available for Pre-Order
Volume 5: 4 Issues (2014)
Volume 5: 4 Issues (2014): Forthcoming, Available for Pre-Order
Volume 4: 4 Issues (2013)
Volume 4: 4 Issues (2013): Forthcoming, Available for Pre-Order
Volume 3: 4 Issues (2012)
Volume 3: 4 Issues (2012): Forthcoming, Available for Pre-Order
Volume 2: 4 Issues (2011)
Volume 2: 4 Issues (2011): Forthcoming, Available for Pre-Order
Volume 1: 4 Issues (2010)
Volume 1: 4 Issues (2010): Forthcoming, Available for Pre-Order
Promotional Video
Indices
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, Dept. of Social and Educational Policy, 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
Submission
Prospective authors should note that only original and previously unpublished articles will be considered. INTERESTED AUTHORS MUST CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR TO SUBMISSION. All article submissions will be forwarded to at least 3 members of the Editorial Review Board of the journal for double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically.All submissions and inquiries should be directed to the attention of:
All inquiries regarding IJDLDC should be directed to the attention of:
Antonio Cartelli
Editor-in-Chief
International Journal of Digital Literacy and Digital Competence
E-mail: cartan@unicas.it
All manuscript submissions to IJDLDC should be sent through the online submission system:
http://www.igi-global.com/authorseditors/titlesubmission/newproject.aspx