From internet users to digital citizens – WS 06 2017: Difference between revisions

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== Messages ==   
== Messages ==   
'''Conclusion and recommendations'''
'''Conclusion and recommendations'''
Digital literacy today means much more than just mastering ICT skills. Digitally savvy citizens are empowered to improve their education, and subsequently their economic and social wellbeing; they can participate actively in the political and cultural life of their countries.  
Digital literacy today means much more than just mastering ICT skills. Digitally savvy citizens are empowered to improve their education, and subsequently their economic and social wellbeing; they can participate actively in the political and cultural life of their countries.  
Information and media literacy competence helps not only to navigate in the abundance of information and data, but also critically evaluate and analyze it. Communication and collaboration skills enable people to engage in citizenship being aware of netiquette, valuing human rights and democracy, cultural and generational diversity. Genuine participation can be demonstrated by the ability to create and co-create digital content by producing, designing, writing, and publishing it. Safety competence helps people to protect their devices, personal data and privacy, as well as own well being online. Digital emotional intelligence gives the ability to be empathetic with others and build positive relationships online.  While problem solving capacity helps people innovatively use digital technologies by creating knowledge, innovating processes, resolving problems and conflicts, all above mentioned skills should be viewed in aggregate and acquired integrally. Moreover, transversal competences for accessing, communicating, participating and creating online, as well as cross-disciplinary digital skills are becoming indispensable for deeper learning outcomes and effective citizenship.  
Information and media literacy competence helps not only to navigate in the abundance of information and data, but also critically evaluate and analyze it. Communication and collaboration skills enable people to engage in citizenship being aware of netiquette, valuing human rights and democracy, cultural and generational diversity. Genuine participation can be demonstrated by the ability to create and co-create digital content by producing, designing, writing, and publishing it. Safety competence helps people to protect their devices, personal data and privacy, as well as own well being online. Digital emotional intelligence gives the ability to be empathetic with others and build positive relationships online.  While problem solving capacity helps people innovatively use digital technologies by creating knowledge, innovating processes, resolving problems and conflicts, all above mentioned skills should be viewed in aggregate and acquired integrally. Moreover, transversal competences for accessing, communicating, participating and creating online, as well as cross-disciplinary digital skills are becoming indispensable for deeper learning outcomes and effective citizenship.  
Besides, the notion of digital literacy may be incorporating new skills such as data analysis and coding. The recent developments in data science, information visualizations, artificial intelligence, and robotics necessitate rethinking of traditional approaching to learning and education.  While advancements in artificial intelligence and machine learning may open up new avenues for efficient learning, coding skills may help students to define and co-create technologies of the future.  Therefore, not only will the next generations will need to understand the technology, but they may be empowered to further develop it.  Education institutions, public-private partnerships can play a crucial role in providing necessary tools and opportunities for that (in frames of formal, non-formal and life-long learning education institutions).
Besides, the notion of digital literacy may be incorporating new skills such as data analysis and coding. The recent developments in data science, information visualizations, artificial intelligence, and robotics necessitate rethinking of traditional approaching to learning and education.  While advancements in artificial intelligence and machine learning may open up new avenues for efficient learning, coding skills may help students to define and co-create technologies of the future.  Therefore, not only will the next generations will need to understand the technology, but they may be empowered to further develop it.  Education institutions, public-private partnerships can play a crucial role in providing necessary tools and opportunities for that (in frames of formal, non-formal and life-long learning education institutions).
Hence, it is important to acknowledge that digital literacy definitions and models will continue to evolve. The concept of digital literacy may be constantly viewed in light of development of the Internet, ICTs, and big data — the evolution of which is yet difficult to forecast. Apparently, digital literacy education requires cross-institution collaboration, massive teacher training, and a comprehensive plan of action involving all stakeholders.  
Hence, it is important to acknowledge that digital literacy definitions and models will continue to evolve. The concept of digital literacy may be constantly viewed in light of development of the Internet, ICTs, and big data — the evolution of which is yet difficult to forecast. Apparently, digital literacy education requires cross-institution collaboration, massive teacher training, and a comprehensive plan of action involving all stakeholders.  



Revision as of 15:30, 19 June 2017

7 June 2017 | 11:00 - 12:30 | Ballroom III, Swissotel, Tallinn, Estonia | video record
Programme overview wiki | Programme overview EuroDIG web site

Session teaser

The Internet’s role as a means of providing people access to information is clear. But the realisation of its full potential as a driver of creativity, innovation and community building will require people who are competent, confident and able to engage in the information society. The digital literacy skills needed go beyond digital literacy today means more than just the mastering of basic ICT user skills. Users need are expected to understand how to protect themselves from cybercrime, manage their privacy and create Internet content in order to feel ready and able to get involved. How do we increase and deepen digital literacy in our communities – should it be government-led, private sector supported, or bottom-up through community initiatives, or a mixture?

Keywords

Digital literacy, e-skills, education, training, capacity building, cybersafety, privacy

Session description

Participation in economic, civic and social life is increasingly dependent on digital skills. They have digital skills have become a prerequisite in many areas of the constantly evolving job market in Europe. A certain level of digital literacy is also required to benefit from different online services (both private and public) and the social opportunities provided by the Internet.

Yet, there is a significant gap between the existing skills levels and the demand in the market. Having access to the Internet doesn’t automatically give the competence and confidence to use it fully. Realising the potential of the Internet as a driver of creativity, collaboration, innovation and change will require us to fill this gap. Empowered with a wide set of skills digital citizens develop resilience and awareness in digital landscapes: they know own digital rights and responsibilities, value personal privacy, they are active and resilient to authoritative governments, who may make attempts to restrict their fundamental freedoms (freedom of speech, freedom of assembly, etc.).

There is also a growing social and economic gap between those with up-to-date digital skills and those without. The lack of digital skills, and hence access to information and services, can further marginalise disadvantaged and remote communities. Educational strategies can play a key role in levelling this divide from an early stage.

Traditional definitions of digital literacy mainly refer to basic ICT user skills. This is no longer sufficient in today’s Internet environment. Digitally savvy citizens understand and embrace tools to protect their safety and privacy online, and they know how to use, create and share online content in a responsible manner. Action is required at all levels of society through government, private sector, and bottom-up community initiatives.

The objective of this workshop is to discuss what digital literacy means in today’s Internet environment and how can we upgrade the existing skillsets to correspond to the new reality? We will also examine successful examples of digital literacy initiatives and debate the best digital skills strategies at community level.

Format

This workshop will feature key participants, who will share their insights on the topic to kick off the discussion. Following the introductory part, the two moderators will facilitate an interactive discussion with the audience.

Further reading

Until 30 April 2017. Links to relevant websites, declarations, books, documents. Please note we cannot offer web space, so only links to external resources are possible. Example for an external link: Main page of EuroDIG

People

Focal Point:

  • Maarit Palovirta, Internet Society

Subject Matter Expert:

  • Olivier Crepin Leblond (EURALO)

KEY PARTICIPANTS:

  • Dr. Signe Balina, Counselor to the Latvian Minister for Environmental Protection and Regional Development, President of Latvian Information and Communication Technology Association (LIKTA)

Biography: Signe Balina is a Counselor to the Latvian Minister for Environmental Protection and Regional Development with responsibility for Information Society, e-Government, information technologies policy development, implementation and coordination. Also, since 2009 Signe Balina is a president of the Latvian Information and Communications Technology Association (LIKTA). Since 2010, Signe Balina is a chairperson of the Board of “IT Competence Centre” which promotes a long-term cooperation between ICT enterprises and science institutions in the fields of natural language technologies and business process analyses technologies.

  • Kristel Rillo, Digital Skills and Lifelong Learning, Estonian Ministry of Education and Research

Biography: Kristel Rillo is currently working on digital education policy, 21st century skills agendas and lifelong learning. She has led the technology strand of Estonia’s digital skills since 2013 – planning, setting, promoting and delivering an agenda for educational transformation in relation to the use of technology on different education levels.

  • Clara Sommier, Public Policy, Google

Biography: Clara Sommier is an Analyst within the Public Policy & Government Relations team at Google in Brussels. She focuses on how to strengthen the positive impact of the web and make sure the web remains a safe place, and follows as such actively the work of European institutions. Before joining Google, she worked in the European Parliament for more than three years, focusing among others on fundamental rights, but also for the Brunswick consultancy group. She beholds a Master in European Affairs from Sciences Po Paris and a Master in Political Science from the Freie Universität Berlin.

  • Vitor Tome, Educational Policy Division, Council of Europe

Biography: Vitor Tomé, PhD in Education, professional journalist, in-service teacher trainer and researcher (Algarve University, Portugal), is a member of Council of Europe’s Digital Citizenship working group. He is working with COST Action - The Digital Literacy and Multimodal Practices of Young Children (Digilitey), and coordinates the ongoing project “Digital Citizenship Education and Democratic Participation” (Odivelas, Lisbon area, Portugal).

  • Stephen Wyber, Policy & Advocacy, International Federation of Library Associations

Biography: Stephen is responsible for IFLA’s work to promote the values and priorities of libraries in policy discussions, and ensure that they have the laws and resources necessary to realise their potential. In the Internet Governance field, IFLA argues that libraries will not only play an essential role in bringing the rest of the world population online, but can also help provide the skills necessary to create empowered digital citizens. This, in the context of an open Internet with protections against undue invasion of privacy and discriminatory controls on access, is the recipe for realising the potential of the Web.

MODERATORS:

  • Narine Khachatryan, Safer Internet Armenia

Biography: Narine is co-ordinator of Safer Internet Armenia, a country wide initiative to raise public awareness about Internet safety, privacy and security issues and build the capacity of young people and adults in the field of ICTs and digital citizenship. She has played an important role in launching a number of educational initiatives in Armenia, including those in the field of media and digital literacy. Ms Khachatryan has been actively involved in Internet governance debates since 2010 through participation in the European Dialog on Internet Governance, ICANN, Internet related projects of the Council of Europe and ISOC. She is currently co-organises a program on Internet Governance and Human Rights in Armenia.

  • Oliana Sula, University of Durres Albania

Biography: Oliana Sula is a lecturer and researcher at the Department of Management, Faculty of Business, University "Aleksandër Moisiu" Durrës, Albania and doctoral student at Estonian Business School, Tallinn, Estonia. Her research focuses in social media, ethics,digital literacy, cybersecurity education and entrepreneurship focusing more in Eastern Europe, Latin America and MENA region.

Remote Moderator

  • Syuzan Marukhyan

Organising Team (Org Team):

  • Stephen Wyber, International Federation of Library Associations
  • Oliana Sula, Durres University
  • Narine Khachatryan, Armenia
  • Ucha Seturi, Small and Medium Telecom Operator's Association of Georgia
  • Fotjon Kosta, Albania
  • Marina Sokolova, Belarus
  • Mikhail Doroshevich, e-Baltic Initiative

Reporter

  • Tessel Renzenbrink, Dutch ISOC Chapter

Biography: Tessel Renzenbrink is a freelance writer with a focus on the impact of technology on society. She is especially interested in information technology and the transition to a low carbon energy system. She’s a board member of the Dutch chapter of the Internet Society and studied Philosophy at the University of Amsterdam.

Video record

https://livestream.com/accounts/12493954/events/7461527/videos/157703439

Messages

Conclusion and recommendations

Digital literacy today means much more than just mastering ICT skills. Digitally savvy citizens are empowered to improve their education, and subsequently their economic and social wellbeing; they can participate actively in the political and cultural life of their countries.

Information and media literacy competence helps not only to navigate in the abundance of information and data, but also critically evaluate and analyze it. Communication and collaboration skills enable people to engage in citizenship being aware of netiquette, valuing human rights and democracy, cultural and generational diversity. Genuine participation can be demonstrated by the ability to create and co-create digital content by producing, designing, writing, and publishing it. Safety competence helps people to protect their devices, personal data and privacy, as well as own well being online. Digital emotional intelligence gives the ability to be empathetic with others and build positive relationships online.  While problem solving capacity helps people innovatively use digital technologies by creating knowledge, innovating processes, resolving problems and conflicts, all above mentioned skills should be viewed in aggregate and acquired integrally. Moreover, transversal competences for accessing, communicating, participating and creating online, as well as cross-disciplinary digital skills are becoming indispensable for deeper learning outcomes and effective citizenship.

Besides, the notion of digital literacy may be incorporating new skills such as data analysis and coding. The recent developments in data science, information visualizations, artificial intelligence, and robotics necessitate rethinking of traditional approaching to learning and education.  While advancements in artificial intelligence and machine learning may open up new avenues for efficient learning, coding skills may help students to define and co-create technologies of the future.  Therefore, not only will the next generations will need to understand the technology, but they may be empowered to further develop it.  Education institutions, public-private partnerships can play a crucial role in providing necessary tools and opportunities for that (in frames of formal, non-formal and life-long learning education institutions).

Hence, it is important to acknowledge that digital literacy definitions and models will continue to evolve. The concept of digital literacy may be constantly viewed in light of development of the Internet, ICTs, and big data — the evolution of which is yet difficult to forecast. Apparently, digital literacy education requires cross-institution collaboration, massive teacher training, and a comprehensive plan of action involving all stakeholders.

Transcript

Will be provided here after the event.