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Tomé, V. (2022). Digital Citizenship Education: from theory to action. Online conference of the Erasmus+ Project DICE.Lang - Digital Citizenship Education and Foreign Language Learning - 2020-1-DE01-KA203-005712.

V. M. Tomé,  "Digital Citizenship Education: from theory to action", in Online conference of the Erasmus+ Project DICE.Lang - Digital Citizenship Education and Foreign Language Learning - 2020-1-DE01-KA203-005712, Aveiro, 2022

@misc{tomé2022_1777268083598,
	author = "Tomé, V.",
	title = "Digital Citizenship Education: from theory to action",
	year = "2022",
	howpublished = "Digital",
	url = "https://www.ua.pt/pt/cidtff/dicelang"
}

TY  - CPAPER
TI  - Digital Citizenship Education: from theory to action
T2  - Online conference of the Erasmus+ Project DICE.Lang - Digital Citizenship Education and Foreign Language Learning - 2020-1-DE01-KA203-005712
AU  - Tomé, V.
PY  - 2022
CY  - Aveiro
UR  - https://www.ua.pt/pt/cidtff/dicelang
AB  - This speech is organized in three moments. The first one addresses the role of literacy in general, and specifically of media literacy in digital citizenship education. It focuses on international models aimed to empower digital citizens, such as the ones developed by the Council of Europe (Competences for Democratic Culture, 2018), the European Commission (Key-competences for Lifelong Learning, 2018), UNESCO (Global Citizenship Education, 2015; Media & Information Literacy Curriculum for Educators & Learners, 2021) and the OECD (Global Competence, 2018; Learning Compass, 2020).
The second moment of this speech focuses on Digital Citizenship Education, which may be defined as “the ability to positively and competently engage with technologies (create, work, share, socialize, investigate, play, communicate and learn); participating actively and responsibly (values, skills, attitudes, knowledge and critical understanding) in communities (local, national, global), at all levels (political, economic, social, cultural and intercultural); being involved in a lifelong learning process (in formal, nonformal and informal context); continuously defending human rights and human dignity” (Frau-Meigs, O’Neill, Soriani and Tomé, 2017).
Still in the second moment, we deconstruct the Digital Citizenship Education building in its 10 domains (Council of Europe, 2017), which are closely related to the Competences for Democratic Culture, through policies, actors, strategies, infrastructures & resources, and evaluation, all of which are essential parts of the edifice of digital citizenship education. We also explore training resources, both for trainers and learners, aimed to formal, non-formal and informal learning contexts.
The third moment consists of perceiving Digital Citizenship Education in action through the presentation of a set of activities developed under three research projects, and their results: a pilot-project developed in Secondary school of five European countries; a project led by journalists, in partnership with the Portuguese Ministry of Education, which consists of training teachers and developing media literacy projects in schools; a longitudinal community-project developed in Lisbon neighborhood since 2015, whose main actors are Preschool and Primary school children, their families and teachers.

ER  -