Overall mission of the journal
It is well known how important digital literacy and digital competence are in
knowledge society. The presence or not of digital knowledge and skills in human beings determine new forms of digital
divide and social exclusion; it is then more and more important to analyze suitable ways for the introduction of digital
literacy very early in the school and to adopt suitable pedagogical paradigms (new ones if needed), to reach the goal of
letting students develop good competences for lifelong learning in this field, not only for their career and profession but for a good citizenship in the
knowledge society.
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.
Overall scope of the journal and areas it will impact on
The list of the following items gives a snapshot of the main areas of interest of the journal (they don't exclude further topics and areas which can emerge in the future due to the sudden changes affecting ICT and its use):
a) to publish theories, projects, results of experiments and experiences, school results and any other issue helping researchers and teachers in the definition of new processes and practices for digital literacy and digital competence,
b) to suggest guidelines for the introduction and the use of the ICT in everyday teaching and in schoolwork (for the improvement of skills and competences in students and teachers),
c) to create the premises for making up special instruments to be used at school for the improvement of students' digital competences (as cross discipline competences),
d) to contribute in the definition of commonly shared and accepted frameworks for digital literacy and digital competence construction and assessment,
e) to help policy makers in:
- having a panorama of the instruments and processes which can be used at school for supporting a strong digital literacy and digital competence spreading,
- collecting the best practices for the development of digital literacy and competence,
- defining the better features of a school policy integrating digital literacy in school curricula,
- etc.
As a consequence of the above issues the main areas of interest for the journal will be (there could be special sections for each of them):
- Theory: analysis of the concepts, definition of the frameworks for digital literacy and digital competence analysis and assessment, connection with knowledge / educational theories
- Practice: implementation of the above ideas and collection of the results of the experiments
- Policy: analysis and proposals of the policies for the introduction of the results of the experiences in everyday school work and the evaluation of their application
- Instruments and description of experiences (everyday teaching): description of the possible instruments to be used and collection of the resulting best practices adopted by teachers.
Topics to be covered in the journal
The list of possible topics to be discussed in the journal is reported in the list below
without excluding further topics which could be of interest.
- 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 in developing countries
- 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
- Frameworks for digital literacy and digital competence analysis
- National and international initiatives for digital literacy
- National and international policies for digital literacy
People involved in the journal administration and management
Editor in chief:
Antonio Cartelli (University of Cassino, Italy)
International Advisory Board:
Luciano Galliani (University of Padua, Italy),
Nicola Paparella (University of Salento, Italy),
Carmen Stadelhofer (University of Ulm, Germany),
José M. P. Tornero (Autonomous University of Barcelona, Spain),
Tapio Varis (University or Tampere, Finland).
Associate Editors (to be completed):
Laura Cervi (Autonomous University of Barcelona, Spain),
Joseph Cullen (Tavistock Insitute of London, UK),
Valentina Dagiene (University of Vilnius, Lithuania),
Carmen De Pablos (Rey Juan Carlos University, Spain),
Ola Erstad (University of Oslo, Norway),
Paolo Frignani (University of Ferrara, Italy),
Antonio Iannaccone (University of Salerno, Italy),
Ela Klecun (London School of Economics, UK),
Karin Tweddell Levinsen (University of Aarhus, Denmark),
Vittorio Midoro (ITD-CNR, Italy),
Eugenia NG (Hong Kong Institute of Education, China),
Rocco Quaglia (University of Turin, Italy),
Carmelo Piu (University of Calabria, Italy),
Piercesare Rivoltella (Catholic University of Sacred Heart, Italy),
Ian Selwood (University of Birmingham, UK),
Neil Selwyn (University of London, UK).
Editor Review Board (to be completed):
Rozz Albon (Bond University, Australia),
Dimitar Christozov (American University, Bulgaria),
Orlando De Pietro (University of Calabria, Italy),
Carlo Giovannella (University of Rome Torvergata, Italy),
Athanassios Jimoyiannis (University of Peloponnese, Greece),
Terry T. Kidd (University of Texas - Health Science Centre, US),
Yair Levy (Nova Southeastern University, USA),
Claudio Longobardi (University of Turin, Italy),
Stefania Manca (ITD-CNR, Italy),
Massimo Margottini (University of Rome Tre, Italy),
Pina Marsico
(University of Salerno, Italy),
Gisella Paoletti (University of Trieste, Italy),
Donatella Persico (ITD-CNR, Italy),
Corrado Petrucco (University of Padua, Italy),
Giorgio Poletti (University of Ferrara, Italy),
Michelle M. Ramim (Nova Southeastern University, USA),
Maria Ranieri (University of Florence, ItaLy),
Peter Rittgen (Vlerick Leuven Gent Management School, Belgium),
Tony C Shan (IBM, USA),
Mark Stansfield (University of West Scotland, UK),
David G. Vequist (University of Incarnate Word, Texas USA).
