International Journal of Digital Literacy and Digital Competence (IJDLDC)

International Journal of Digital Literacy and Digital Competence (IJDLDC)

Editor-in-Chief: Eva Podovšovnik (University of Primorska, Slovenia)
Indexed In: PsycINFO®, INSPEC and 10 more indices
Published: Quarterly |Established: 2010
ISSN: 1947-3494|EISSN: 1947-3508|DOI: 10.4018/IJDLDC

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

  • Collaborative learning environments
  • Computer competence
  • Computer literacy
  • 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
  • E-Learning
  • 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
  • New technologies in education
  • Social Networks
  • Socio-technologies
  • Teacher profession/updating
  • Teaching practices
  • Ubiquitous Computing
  • Virtual classrooms
  • Virtual Learning Environments
  • Web Technologies

Mission and Scope

The International Journal of Digital Literacy and Digital Competence (IJDLDC) publishes research that covers digital literacy and digital competences. 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 among 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, thus providing 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 education and to the connection between citizenship and digital education instruments, focusing on social networking, socio-technologies, collaborative learning environments and strategies.

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming
Volume 12: 4 Issues (2021): Forthcoming, Available for Pre-Order
Volume 11: 4 Issues (2020): Forthcoming, Available for Pre-Order
Volume 10: 4 Issues (2019)
Volume 9: 4 Issues (2018)
Volume 8: 4 Issues (2017)
Volume 7: 4 Issues (2016)
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

Editorial Board

Editor-in-Chief Emeritus
Antonio Cartelli, Università degli Studi di Cassino e del Lazio Meridionale, Italy
Associate Editors
Laura Cervi, Universitat Autonoma de Barcelona, Spain
Dimitar Christozov, American University in Bulgaria, Bulgaria ORCIDhttps://orcid.org/0000-0002-5780-3117
Joseph Cullen, Tavistock Institute of London, United Kingdom
Carmen De Pablos Heredero, Universidad Rey Juan Carlos, Spain ORCIDhttps://orcid.org/0000-0003-0457-3730
Orlando De Pietro, University of Calabria, Italy
Ola Erstad, University of Oslo, Norway
Paolo Frignani, University of Ferrara, Italy
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
Gisella Paoletti, University of Trieste, Italy ORCIDhttps://orcid.org/0000-0002-9897-828X
Corrado Petrucco, Università degli studi di Padova, Italy
Carmelo Piu, University of Calabria, Italy
Eva Podovšovnik, University of Primorska, Slovenia ORCIDhttps://orcid.org/0000-0001-7449-7038
Giorgio Poletti, University of Ferrara, Italy ORCIDhttps://orcid.org/0000-0002-7270-6083
Christophe Premat, Stockholm University, Sweden ORCIDhttps://orcid.org/0000-0001-6107-735X
Pier Cesare Rivoltella, Catholic University of The Sacred Heart, Italy
Ian Selwood, University of Birmingham, United Kingdom
Editorial Review Board
Sebastiano Costa, Università degli Studi della Campania, Italy ORCIDhttps://orcid.org/0000-0002-2392-6039
Valentina Dagiene, Institute of Mathematics and Informatics, Lithuania
Tonia De Giuseppe, University of Salerno, Italy ORCIDhttps://orcid.org/0000-0002-3235-4482
Ramadan Elaiess, University of Benghazi, Libyan Arab Jamahiriya ORCIDhttps://orcid.org/0000-0001-6190-8563
Luciano Galliani, University of Padua, Italy
Carlo Giovannella, University of Rome Tor Vergata, Italy
Jaleh Hassaskhah, University of Guilan, Iran, Islamic Republic Of
Violeta Jurkovič, University of Ljubljana, Slovenia ORCIDhttps://orcid.org/0000-0003-0730-5862
Petek Kurtböke, Istanbul Sabahattin Zaim University, Turkey
Yair Levy, Nova Southeastern University, United States
Muthu M, IIT MADRAS, India ORCIDhttps://orcid.org/0000-0003-3463-4290
Stefania Manca, National Research Council of Italy, Italy
Massimo Margottini, Roma Tre University, Italy
Mthokozisi Ncube, Zimbabwe Open University, Zimbabwe
Patrizia Oliva, University of Messina, Italy ORCIDhttps://orcid.org/0000-0002-3907-0001
Nicola Paparella, University of Salento, Italy
Prantosh Kumar Paul, Raiganj University, India
Donatella Persico, Istituto Tecnologie Didattiche, Italy ORCIDhttps://orcid.org/0000-0003-4574-0427
Michelle Ramim, Nova Southeastern University, United States
Maria Ranieri, University of Florence, Italy
Peter Rittgen, Vlerick Leuven Gent Management School, Belgium
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
Bostjan Zvanut, University of Primorska, Slovenia

Submission

Prospective authors should note that only original and previously unpublished article manuscripts will be considered. Interested authors must consult the Journal Guidelines for Manuscript Submission at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR to submission. Any further questions may be answered at https://www.igi-global.com/publish/contributor-resources/before-you-write/. All article manuscript submissions will be forwarded to at least three members of the editorial review board of the journal for a double-blind peer review. The final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers.

All inquiries should be directed to the attention of:

All inquiries regarding IJDLDC should be directed to the attention of:

Dr. Eva Podovšovnik
Editor-in-Chief
International Journal of Digital Literacy and Digital Competence
Email: eva.podovsovnik@fts.upr.si