Within the theoretical framework of Lifelong-Lifewide-Lifedeep Learning, lifelong education is now viewed as an individual and social learning process lasting for an entire lifetime, involving various aspects of life and different formal, informal and non-formal agencies within the community. The web and online information, communication and knowledge exchange locations are additional social and cultural contexts for education and social experience, for the acquisition of the knowledge, abilities and skills required for active citizenship, social inclusion and the improvement of the learning and professional experiences of the individual and the community. Starting from these assumptions and considering the European DigComp 2.1 framework as one of the possible theoretical and operating schemes of reference, we discuss the concept of digital competence as a strategic point for promoting digital citizenship skills, with a view to individuals' active, informed, reflective, critical, empowering participation in their own learning process and in social and political life in the learning society.

L’educazione permanente, all’interno del framework teorico del Lifelong-Lifewide-Lifedeep Learning, viene intesa oggi in quanto processo educativo, individuale e sociale, che si estende per tutto l’arco della vita interessando diverse dimensioni esistenziali e coinvolgendo differenti agenzie formali, informali e non formali del territorio. Il web e gli spazi di informazione, comunicazione e di negoziazione della conoscenza online rappresentano ulteriori ambienti sociali e culturali di formazione e di esperienza sociale per l’acquisizione di quelle conoscenze, abilità e competenze volte alla cittadinanza partecipata, all’inclusione sociale e al miglioramento dell’esperienza formativa e professionale del singolo e della collettività. Partendo da questi presupposti e considerando come uno dei possibili riferimenti teorico-operativi il framework europeo DigComp 2.1, si approfondisce il concetto di competenza digitale in quanto punto strategico per la promozione della competenza di cittadinanza digitale, in vista di una partecipazione attiva, informata, riflessiva, critica ed emancipativa al proprio processo di apprendimento ed alla vita sociale e politica nella learning society.

Manuela Fabbri (2019). Digital citizenship skills as an essential factor in Lifelong-Lifewide-Lifedeep Education. PEDAGOGIA OGGI, XVII(2), 285-299 [10.7346/PO-022019-19].

Digital citizenship skills as an essential factor in Lifelong-Lifewide-Lifedeep Education.

Manuela Fabbri
2019

Abstract

Within the theoretical framework of Lifelong-Lifewide-Lifedeep Learning, lifelong education is now viewed as an individual and social learning process lasting for an entire lifetime, involving various aspects of life and different formal, informal and non-formal agencies within the community. The web and online information, communication and knowledge exchange locations are additional social and cultural contexts for education and social experience, for the acquisition of the knowledge, abilities and skills required for active citizenship, social inclusion and the improvement of the learning and professional experiences of the individual and the community. Starting from these assumptions and considering the European DigComp 2.1 framework as one of the possible theoretical and operating schemes of reference, we discuss the concept of digital competence as a strategic point for promoting digital citizenship skills, with a view to individuals' active, informed, reflective, critical, empowering participation in their own learning process and in social and political life in the learning society.
2019
Manuela Fabbri (2019). Digital citizenship skills as an essential factor in Lifelong-Lifewide-Lifedeep Education. PEDAGOGIA OGGI, XVII(2), 285-299 [10.7346/PO-022019-19].
Manuela Fabbri
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/710816
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