Article Sidebar

Submitted
Dec 28, 2022
Published
Dec 28, 2022
Download
PDF
Statistic
Read Counter : 587 Download : 305

Main Article Content

Abstract

Digital Citizenship Education has become an increasingly relevant topic in recent years for governments and institutions around the world. DCE is presented in most cases as a new dimension of citizenship education that focuses on teaching students to live critically and safely in digital environments. The topic is closely related to those of media literacy, information literacy and education through digital technologies. Traditional Media Education tools have been updated over time to respond to far-reaching changes in media ecosystems and networked environments. This this did not result in a drastic overcoming of Media Literacy but rather an incorporation of new concepts that arise from the added dimension of networked interactivity. Ultimately, what emerges as prevalent from the analysis of the main discourses on “digital” societies and the need for “digital” citizenship education is that the overuse of the term “digital” leads to various misunderstandings and holds back the development of more adequate and epistemologically founded conceptual frameworks. With regard to citizenship education, the most important aspects to focus on are not about digitization itself but about public values in a connective world: networked life, the non-separability of offline and online, and the platformization of our societies and lives.

Keywords

Digital Citizenship Education Media Networks Platformization

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Pireddu, M. (2022). Educating in platform societies: from Digital Citizenship to public values in a connected world. Journal of E-Learning and Knowledge Society, 18(3), 58-65. https://doi.org/10.20368/1971-8829/1135822

References

  1. Accoto, C. (2018). In data time and tide. A surprising philosophical guide to our programmable future. Milano, Bocconi University Press.
  2. Biseth, H., Hoskins, B., & Huang, L. (2021). Civic and Citizenship Education: From Big Data to Transformative Education, in H. Biseth, B. Hoskins, L. Huang (eds.), Northern Lights on Civic and Citizenship Education, A Cross-national Comparison of Nordic Data from ICCS. International Association for the Evaluation of Educational Achievement (IEA), Springer.
  3. Buchholz, B.A., DeHart, J., & Moorman, G. (2020). Digital Citizenship During a Global Pandemic: Moving Beyond Digital Literacy, Journal of Adolescent & Adult Literacy, 64 (1).
  4. Castells, M. (1996). The Rise of the Network Society, The Information Age: Economy, Society and Culture Vol. I.. Cambridge, Massachusetts.
  5. Council of Europe (2000). Information technologies in schools: reasons and strategies for investment. Strasburg, CoE Publishing.
  6. Council of Europe (2005). Learning and teaching in the communication society. Strasburg, CoE.
  7. Council of Europe (2006). The Internet literacy handbook. Strasburg, CoE Publishing.
  8. Council of Europe (2017). Digital Citizenship Education - Volume 1: Overview and new perspectives. Strasburg, CoE Publishing.
  9. Council of Europe (2019). Digital Citizenship Education Handbook. Being online. Well-being online. Rights online. Strasburg, Council of Europe Publishing.
  10. Dewey, J. (1916). Democracy and education. An Introduction to the Philosophy of Education. NY, Macmillan.
  11. Dewey, J. (1956). The child and the curriculum and the school and society. Chicago, UCP.
  12. Di Felice, M. (2019). La cittadinanza digitale. La crisi dell’idea occidentale di democrazia e la partecipazione nelle reti digitali. Roma, Mimesis.
  13. EACEA P9 Eurydice - Education, Audiovisual and Culture Executive Agency (2009). Arts and cultural education at school in Europe. Brussels, EACEA P9 Eurydice.
  14. Eisenstein, E.L. (1979). The printing press as an agent of change: Communications and cultural transformations in early modern Europe. NY, Cambridge UP.
  15. Finn, E. (2017). What Algorithms Want: Imagination in the Age of Computing. Cambridge, MIT Press.
  16. Flichy, P. (1991). Une histoire de la communication moderne: Espace public et privé. Paris, La Découverte.
  17. Floridi, L. (2014). The Fourth Revolution: How the Infosphere is Reshaping Human Reality. Oxford, OUP.
  18. Frasca, G. (2005). La lettera che muore. La “letteratura” nel reticolo mediale. Roma, Meltemi.
  19. Harris, R. (1986). The Origin of Writing. London, Duckworth.
  20. Ito, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr, B., Horst, H.A., Lange, P.G., Mahendran, D., Martinez, K., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2009). Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. Cambridge, MIT Press.
  21. Kearn, M., & Roth, A. (2020). The Ethical Algorithm: The Science of Socially Aware Algorithm. NY, OUP.
  22. Kern, S. (1983). The Culture of Time and Space: 1880-1918. Cambridge, HUP.
  23. Kuskis, A., & Logan, R.K. (2012). A Historical View of Education from the Perspective of Marshall McLuhan and Media Ecology, International Journal of McLuhan Studies, 2/2012, 27-40.
  24. Maragliano, R. (2004). Nuovo manuale di didattica multimediale. Roma-Bari, Laterza.
  25. McCowan, T. (2011). Rethinking Citizenship Education: A Curriculum for Participatory Democracy. London, Continuum.
  26. McLuhan, M., Hutchon, K., & McLuhan, E. (1977). City as classroom: Understanding language and media. Agincourt, ON, Book Society of Canada.
  27. McLuhan, M. (1969). The Playboy Interview: Marshall McLuhan (with Eric Norden), Playboy Magazine, March 1969.
  28. Meyrowitz, J. (1985). No sense of place. The impact of electronic media on social behavior. NY, OUP.
  29. Ong, W.J. (1982). Orality and literacy: The technologizing of the word. London, Methuen.
  30. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. NY, Basic Books.
  31. Postman, N. (1970). The reformed English curriculum, In A.C. Eurich (Ed.), High school 1980: The shape of the future in American secondary education. NY, Pitman.
  32. Purvis, A., Rodger, H., & Beckingham, S. (2016). Engagement or distraction: The use of social media for learning in higher education, Student Engagement and Experience Journal, 5(11).
  33. Rainie, L., & Wellman, B. (2012). Networked: The New Social Operating System. Boston, MIT Press.
  34. Ribble, M. (2015). Digital Citizenship in Schools. Nine Elements All Students Should Know. ISTE.
  35. Rivoltella, P.C. (2008). Knowledge, Culture, and Society in the Information Age, in Tyner K. (Ed.), Educating in the Information Society. Hershey, IGI Global.
  36. Rivoltella, P.C. (2020). Nuovi alfabeti. Educazione e culture nella società post-mediale. Brescia, Scholè.
  37. Robinson, K. (2001). Out of Our Minds: Learning to Be Creative. West Sussex (UK), Capstone Publishing.
  38. Strate, L. (2012). Educational Reform and the Formalization of the Field of Media Ecology, International Journal of McLuhan Studies, 2/2012, 41-50.
  39. Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of all Learners, VA, ASCD.
  40. UNESCO (1984). Media Education (ed. Morsy Z.). Paris, Unesco.
  41. UNESCO (2013a). Media and information literacy: policy and strategy guidelines. Paris, Unesco.
  42. UNESCO (2013b). Global Media and Information Literacy Assessment Framework: country readiness and competencies. Paris, Unesco.
  43. UNESCO (2016). Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism. Paris, Unesco.
  44. UNESCO (2021a). Media and information literate citizens: think critically, click wisely!. Paris, Unesco.
  45. UNESCO (2021b). Rewired Global Declaration on Connectivity for Education. Paris, Unesco.
  46. UNESCO (2022). Beyond Limits. New Ways to Reinvent Higher Education. Paris, Unesco.
  47. Varnelis, K. (ed.) (2008). Networked Publics. Cambridge, MIT Press.
  48. Van Dijck, J. (2018). The Platform Society: Public Values in a Connective World. Oxford, OUP.
  49. Von Gillern, S., Gleason, B., & Hutchinson, A. (2022). Digital Citizenship, Media Literacy, and the ACTS Framework, The Reading Teacher, 75(6), 16-30.
  50. Weinberger, D. (2012). Too Big to Know: Rethinking Knowledge Now That the Facts Aren’t the Facts, Experts Are Everywhere, and the Smartest Person in the Room Is the Room. NY, Basic Books.
  51. Wesch, M. (2009). From Knowledgable to Knowledge-able: Learning in New Media Environments, Academic Commons: New media technologies and the scholarship of teaching and learning, January 2009.