Session Information
31 ONLINE 22 A, Digital Citizenship Education and Foreign Languages: challenges for foreign language teachers
Symposium
MeetingID: 867 9519 8404 Code: kK90NS
Contribution
This paper reports on the first phase of a three-year transnational Erasmus+ project named DiceLang. Specifically, it focuses on the intellectual output 2 of the project that sees the design and preliminary pilot implementation of a set of multilingual open educational resources (OERs) available in English and additional European languages. The project aims at strengthening the profile of Digital Citizenship Education (DCE) within the foreign language education context. Thus, it focuses on empowering younger citizens to engage actively and responsibly with our digital society while fostering their skills in using digital technologies effectively and critically. Clearly, all of these are closely related to the four digital citizenship (DC) dimensions that Choi (2016, p. 584) references in carrying out a concept analysis of DC, covering inter alia: digital ethics, media & information literacy, critical resistance and participation & engagement. One particular intellectual output of the DiceLang project is the design of a teaching unit template upon which 50 OERs have been built. The resources intertwine the five DCE strands created by our consortium (Critical Digital Literacies; Intercultural and Transcultural Perspectives on Digital Exchanges; Identity-oriented Component; Content-oriented Perspectives and Critical and Meta-reflective Components) with the existing European theoretical frameworks. During this presentation, the authors will be providing and analysing samples of a comprehensive set of OERs, Teaching Units and a Digital Inventory, the former covering 4 main areas: digital texts, literature, films and digital games. In doing so, they will show the teaching unit template that was created with collective input from the entire consortium, taking into account the working framework on DCE and the devising process of the first and original units created. In addition, this process afforded the content developers the opportunity to see the limitations or strengths of the initial template. After this, an example of a teaching unit for each of the five DC strands will be presented, and the feedback gathered during the piloting of the activities will be discussed. Finally, we will conclude with a reflection about the proposed Dice.Lang DCE model to illustrate how teachers and learners' needs are addressed in each of the strands in order to develop digital citizenship competences in the context of language acquisition.
References
Moonsun, Choi (2016). A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age, Theory & Research in Social Education, 44:4, 565-607, DOI: 10.1080/00933104.2016.1210549
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