This essay critically discusses the ways in which DigComp 2.2 can be used as a theoretical framework to support media education programs in schools. Since 2006, digital competence has been one of the eight key competencies that were defined by the European Union for lifelong learning. As reported in the recommendations, these competencies are considered to be fundamental for each individual in a knowledge-based society. DigComp focuses specifically on the acquiring of knowledge, recollection, comprehension, application, evaluation, and creation, without explaining the fundamental activities of critical analysis and reflection directly and extensively. The latter two dimensions form an integral part of the fundamental objectives ofmedia education, which could enable students to make a truly conscious and responsible use of the new media. The application of the DigComp 2.2 framework for cases of media education projects has highlighted some gaps related to well-being, self-regulation, awareness, responsibiliy and critical thinking. In order to solve these gaps without abandoning the use of the Digcomp framework, it is proposed that it be integrated with the LifeComp framework.

Garavaglia, A., Petti, L., Triacca, S., Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education, Selected paper, in Social Justice, Media and Technology in Teacher Education. 27th ATEE Spring Conference, ATEE 2021 Florence, Italy, October 28–29, 2021 Revised Selected Papers, (Online Conference, 28-29 October 2021), Springer Nature Switzerland AG, Cham 2022: 59-70 [https://hdl.handle.net/10807/221924]

Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education

Garavaglia, Andrea;Petti, Livia;Triacca, Serena
2022

Abstract

This essay critically discusses the ways in which DigComp 2.2 can be used as a theoretical framework to support media education programs in schools. Since 2006, digital competence has been one of the eight key competencies that were defined by the European Union for lifelong learning. As reported in the recommendations, these competencies are considered to be fundamental for each individual in a knowledge-based society. DigComp focuses specifically on the acquiring of knowledge, recollection, comprehension, application, evaluation, and creation, without explaining the fundamental activities of critical analysis and reflection directly and extensively. The latter two dimensions form an integral part of the fundamental objectives ofmedia education, which could enable students to make a truly conscious and responsible use of the new media. The application of the DigComp 2.2 framework for cases of media education projects has highlighted some gaps related to well-being, self-regulation, awareness, responsibiliy and critical thinking. In order to solve these gaps without abandoning the use of the Digcomp framework, it is proposed that it be integrated with the LifeComp framework.
Inglese
Social Justice, Media and Technology in Teacher Education. 27th ATEE Spring Conference, ATEE 2021 Florence, Italy, October 28–29, 2021 Revised Selected Papers
ATEE Spring Conference 2020/2021 - Social justice, media and technology in teacher education
Online Conference
Selected paper
28-ott-2021
29-ott-2021
978-3-031-20777-8
Springer Nature Switzerland AG
Garavaglia, A., Petti, L., Triacca, S., Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education, Selected paper, in Social Justice, Media and Technology in Teacher Education. 27th ATEE Spring Conference, ATEE 2021 Florence, Italy, October 28–29, 2021 Revised Selected Papers, (Online Conference, 28-29 October 2021), Springer Nature Switzerland AG, Cham 2022: 59-70 [https://hdl.handle.net/10807/221924]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/221924
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