Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks

The use of information and communication technologies for education is increasingly recognised as essential in a postpandemic world. In this regard, the ability to effectively engage with technologies for educational purposes is now part of the basic knowledge, skills and attitudes to be expected fr...

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Autores: Villar-Onrubia, Daniel, Morini, Luca, Marín, Victoria I., Nascimbeni, Fabio
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/85211
Acceso en línea:https://doi.org/10.20368/1971-8829/1135697
http://hdl.handle.net/10459.1/85211
Access Level:acceso abierto
Palabra clave:Teacher Competence Frameworks
Digital Competence
Teachers, Critical Digital Literacies
Digital Citizenship
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spelling Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworksVillar-Onrubia, DanielMorini, LucaMarín, Victoria I.Nascimbeni, FabioTeacher Competence FrameworksDigital CompetenceTeachers, Critical Digital LiteraciesDigital CitizenshipThe use of information and communication technologies for education is increasingly recognised as essential in a postpandemic world. In this regard, the ability to effectively engage with technologies for educational purposes is now part of the basic knowledge, skills and attitudes to be expected from anyone in the teaching profession. Accentuated by the proliferation of technology-mediated situations resulting from the Covid-19 pandemic, but linked to a longer-term trend, dealing with the digital is also now an almost unavoidable aspect of active participation in society and civic engagement. Indeed, the notion of 'postdigital' is rapidly gaining traction as a way to highlight that the digital and non-digital cannot be really separated anymore and, due to this fact, (post)digital citizenship is emerging as a core competence for citizens. Still, the way digitally competent educators are expected to support learners in their development as digital citizens is not explored enough. To contribute to closing this gap, this paper reviews 24 teacher competence frameworks from different regions of the world and makes the case for considering educators' critical digital literacy as a key leverage to building digital (post)citizenship and fostering ethical uses of technology. The analysis reveals that critical digital literacy is mostly missing and, hence, the paper closes with a set of recommendations for policymakers and institutional leaders in the education sector on how to incorporate critical aspects of digital literacy in educators' professional development activities, so that teachers and trainers can operate as a much needed vector to develop (post)digital citizenship across our societies.Daniel Villar-Onrubia acknowledges the support of the grant María Zambrano (RD 289/2021), funded by the European Union - Next GenerationEU programme. Victoria I. Marín acknowledges the support of the grant RYC2019-028398-I funded by MCIN/AEI/ 10.13039/501100011033 and FSE “El FSE invierte en tu futuro”.Italian e-Learning Association2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.20368/1971-8829/1135697http://hdl.handle.net/10459.1/85211reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.20368/1971-8829/1135697Journal of e-Learning and Knowledge Society, 2022, vol. 18, núm. 3, p. 128-139cc-by-nc-sa (c) Villar et al., 2022info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/oai:recercat.cat:10459.1/852112026-05-29T05:05:01Z
dc.title.none.fl_str_mv Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
title Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
spellingShingle Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
Villar-Onrubia, Daniel
Teacher Competence Frameworks
Digital Competence
Teachers, Critical Digital Literacies
Digital Citizenship
title_short Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
title_full Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
title_fullStr Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
title_full_unstemmed Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
title_sort Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks
dc.creator.none.fl_str_mv Villar-Onrubia, Daniel
Morini, Luca
Marín, Victoria I.
Nascimbeni, Fabio
author Villar-Onrubia, Daniel
author_facet Villar-Onrubia, Daniel
Morini, Luca
Marín, Victoria I.
Nascimbeni, Fabio
author_role author
author2 Morini, Luca
Marín, Victoria I.
Nascimbeni, Fabio
author2_role author
author
author
dc.subject.none.fl_str_mv Teacher Competence Frameworks
Digital Competence
Teachers, Critical Digital Literacies
Digital Citizenship
topic Teacher Competence Frameworks
Digital Competence
Teachers, Critical Digital Literacies
Digital Citizenship
description The use of information and communication technologies for education is increasingly recognised as essential in a postpandemic world. In this regard, the ability to effectively engage with technologies for educational purposes is now part of the basic knowledge, skills and attitudes to be expected from anyone in the teaching profession. Accentuated by the proliferation of technology-mediated situations resulting from the Covid-19 pandemic, but linked to a longer-term trend, dealing with the digital is also now an almost unavoidable aspect of active participation in society and civic engagement. Indeed, the notion of 'postdigital' is rapidly gaining traction as a way to highlight that the digital and non-digital cannot be really separated anymore and, due to this fact, (post)digital citizenship is emerging as a core competence for citizens. Still, the way digitally competent educators are expected to support learners in their development as digital citizens is not explored enough. To contribute to closing this gap, this paper reviews 24 teacher competence frameworks from different regions of the world and makes the case for considering educators' critical digital literacy as a key leverage to building digital (post)citizenship and fostering ethical uses of technology. The analysis reveals that critical digital literacy is mostly missing and, hence, the paper closes with a set of recommendations for policymakers and institutional leaders in the education sector on how to incorporate critical aspects of digital literacy in educators' professional development activities, so that teachers and trainers can operate as a much needed vector to develop (post)digital citizenship across our societies.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.20368/1971-8829/1135697
http://hdl.handle.net/10459.1/85211
url https://doi.org/10.20368/1971-8829/1135697
http://hdl.handle.net/10459.1/85211
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.20368/1971-8829/1135697
Journal of e-Learning and Knowledge Society, 2022, vol. 18, núm. 3, p. 128-139
dc.rights.none.fl_str_mv cc-by-nc-sa (c) Villar et al., 2022
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-sa/4.0/
rights_invalid_str_mv cc-by-nc-sa (c) Villar et al., 2022
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Italian e-Learning Association
publisher.none.fl_str_mv Italian e-Learning Association
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
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