The rapid development of digital technology affects the way in which people collect, interpret, and construct information in their daily life and are able to participate equally in the information and knowledge society (Anderson, 2008; Mioduser, Nachmias & Forkosh Baruch, 2008). Consequently, pupils need to possess a set of ICT-related capabilities to cope with the challenges accompanying those current transformations (Kozma, 2008). From these changes new requirements towards education emerge (Fraillon & Ainley, 2010). A growing field of research, inclined to raise awareness of present and future challenges for our education system.

This symposium gives insights into current research on computer and information literacy from an international perspective. It attempts to delineate the concept and the measurement of digital literacy and competences (Chen & Wu, 2010). Furthermore the presentations takes into account the opportunities under which learners could acquire these competencies and therefore focus on the school level as well as on students’ backgrounds like students’ computer use at home, attitudes and confidence in using computer technologies and the variations among countries in these areas (Fraillon & Ainley, 2010). Furthermore, teachers’ competencies which are necessary to be well-prepared to teach in the light of the ongoing changes are reflected.

The papers in the symposium use quantitative (e. g. large scale assessment) as well qualitative methodologies and focus on the school level comprising primary, secondary, and pre-university students, on curriculum aspects, on policies as well as on teacher education related to computer and information literacy.

References

Chen, D-T. V, & Wu, J. (2010). Deconstructing New Media: From Computer Literacy to New Media Literacy. Symposium conducted at the 3rd International Multi-Conference on Engineering and Technological Innovation, Orlando, Florida, USA.

European Commission (2006). Key Competencies for Lifelong Learning: a European Reference Framework. Directorate-General for Education and Culture. Retrieved from http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm.

Fairclough, N. (2003). Analysing discourse : textual analysis for social research. London ; New York: Routledge.

Fraillon, J. & Ainley, J. (2010). The IEA International Study of Computer and Information Literacy (ICILS). Online: http://forms.acer.edu.au/icils/documents/ICILS-Detailed-Project-Description.pdf.

Goodson, I. (1995). The making of curriculum: collected essays (2nd ed.). Washington DC: Falmer Press.

Kozma, R.B. (2008). Comparative Analysis of Policies for ICT in Education. In: Voogt, J., & Knezek, G. (eds.). International Handbook of Information Technology in Primary and Secondary Education (pp. 1083-1096). New York: Springer.

Mioduser, D., Nachmias, R., & Forkosh-Baruch, A. (2008). New Literacies for the Knowledge Society. In: Voogt, J., & Knezek, G. (Eds.). International Handbook of Information Technology in Primary and Secondary Education (pp. 23-42).

Popkewitz, T. (2008). Cosmopolitanism and the age of school reform: science, education, and making society by making the child. New York: Routledge.

Universitat Autònoma de Barcelona. (2007). Studies on the current trends and approaches to media literacy in Europe.