Article Sidebar

Submitted
Jun 10, 2022
Accepted
Sep 15, 2022
Published
Dec 31, 2022
Download
PDF
Statistic
Read Counter : 237 Download : 133

Main Article Content

Abstract

In the school context, the theme of digital citizenship is equally crucial and cumbersome. Since citizen’s education is the A-aim of the educational system, nowadays school must deal with the new and complex dimension that the concept of citizenship took on in the last decades. Nevertheless, school must face topics such as technology or globalization in observance of the national and international policies but also staying loyal to its cultural and educational role. In our contribution, we assume that analytic philosophy is the cultural ground for an “unblackboxing” approach to languages; we also analyse an exploratory research aimed at ensuring the growth of basic literacy for citizenship and digital citizenship developed in this framework.

Keywords

Languages Literacies Analytic Philosophy Citizenship Unblackboxed Technology

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
Di Stasio, M., Camizzi, L., & Messini, L. (2022). Understanding languages and building literacies for citizens education. Journal of E-Learning and Knowledge Society, 18(3), 117-127. https://doi.org/10.20368/1971-8829/1135696

References

  1. Ambel M. (2020), La conferma di una finalità strategica, in Ambel M. (ed) Una scuola per la cittadinanza. Idee, percorsi, contesti, vol. I, CIDI, Varrazze, PM Edizioni, 96-104.
  2. Andreose A. (2017), Nuove grammatiche dell’italiano. Le prospettive della linguistica contemporanea, Roma, Carocci.
  3. Antinucci F. (2001), La scuola si è rotta: perché cambiano i modi di apprendere, Bari, Laterza.
  4. Bruner J (2002), La cultura dell’educazione, Milano, Feltrinelli.
  5. Camizzi L. (ed) (2020), Didattica della grammatica valenziale: dal modello teorico al laboratorio in classe, Roma, Carocci.
  6. Council of Europe – Education Department (2018), Reference framework of competences for democratic culture - Volume 1, Council of Europe Publishing, Strasburg, retrieved from: http://rm.coe.int/0900001680a3d85a.
  7. Casalegno P. (2011), Brevissima introduzione alla filosofia del linguaggio, Roma, Carocci.
  8. Chevallard, Y. (1985), La trasportion didactique, du savoir savoir savant au savoir enseigné, Grenoble, La Pensée Sauvage.
  9. Cohen, S. (1972), Folk Devils and Moral Panics: The Creation of the Mods and Rockers, London, McGibbon and Kee.
  10. D’Agostini F. (1997), Analitici e continentali: guida alla filosofia degli ultimi trent’anni, Milano, Raffaello Cortina.
  11. Dennett, D. C. (2013), Intuition pumps and other tools for thinking, New York, WW Norton & Company.
  12. Ferraris M. (2021), “L’inconscio artificiale”, Bollettino Filosofico, 36, 60-68.
  13. Floridi L. (2019), The logic of information: A theory of philosophy as conceptual design. Oxford University Press.
  14. Floridi L. (2015), The onlife manifesto: Being human in a hyperconnected era, Springer Nature.
  15. Floridi, L. (2011), A defence of constructionism: Philosophy as conceptual engineering, Metaphilosophy, 42(3), 282-304.
  16. Floridi L. (1999), Philosophy and Computing, London and New York, Routlege.
  17. Gerhard P. (2017), Digital Citizenship Education. Working Conference, Strasburg,Council of Europe, retrieved from: https://www.coe.int/en/web/digital-citizenship-education/e-library
  18. Gammaldi C. (2020). L’educazione alla cittadinanza nella storia della politica scolastica, in Ambel M. (ed) Una scuola per la cittadinanza. Idee, percorsi, contesti, vol. I, CIDI, Varrazze, PM Edizioni, 26-42.
  19. Giscel (1975), Dieci tesi per un’educazione linguistica democratica, URL: https://giscel.it/dieci-tesiper-leducazione-linguistica-democratica (accessed on 4th June 2022).
  20. Greco, G. M., Paronitti, G., Turilli, M., & Floridi, L. (2005), The Philosophy of Information: A Methodological Point of View, in Wissensmanagement, pp. 563-570.
  21. Lo Duca M. G. (2018), Viaggio nella grammatica. Esplorazioni e percorsi per i bambini, Roma, Carocci.
  22. Morin E. (2000). La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero,  Milano, Raffaello Cortina.
  23. Papert S. (1980), Mindstorms: Children, Computers and Powerful Ideas, New York, Basic Books.
  24. Penco, C. (2021), Recovering the European Dimension in the Philosophy of Language, Blityri. Studies on history of ideas on signs and languages, 10(2), pp. 155-189.
  25. Penco C. (2004), Introduzione alla filosofia del linguaggio, Bari, Laterza.
  26. Preti G. (1968), Retorica e Logica, Torino, Einaudi.
  27. Pona A., Cencetti S., Troiano G. (eds) (2018), Fare grammatica valenziale nella scuola delle competenze, Napoli, Tecnodid.
  28. Richardson J. and Milovidov E. (2019), Digital citizenship education handbook: Being online, well-being online, and rights online, Council of Europe, Strasburg.
  29. Sabatini F. (2004), Lettera sul ritorno alla grammatica. Obiettivi, contenuti, metodi e mezzi, URL: https:// giscel.it/wp-content/uploads/2019/11/Sabatini-Lettera-sulla-grammatica.pdf (accessed on 4th June 2022).
  30. Sabatini F., Camodeca C., De Santis C. (2011), Sistema e testo. Dalla grammatica valenziale all’esperienza dei testi, Torino, Loescher.
  31. Sabatini F. (2016), Lezione di italiano. Grammatica, storia, buon uso, Milano, Mondadori.
  32. Sabatini F. (2022), Grammatica valenziale e tipi di testo, Roma, Carocci.
  33. Save the Children (2022a), Povertà educativa: necessario un cambio di passo nelle politiche di contrasto, retrieved from: https://www.savethechildren.it/cosa-facciamo/pubblicazioni/impossibile2022-il-report
  34. Save the Children (2022b), Attrezzare le nuove generazioni perché il digitale sia una opportunità, retrieved from: https://www.savethechildren.it/cosa-facciamo/pubblicazioni/impossibile2022-il-report
  35. Wing J. M. (2006). Computational Thinking. Communication of ACM, 49(3), pp. 33-35.
  36. Wittgenstein, L. (2016), Lezioni e conversazioni, Milano, Adelphi Edizioni.