Abstract
The intervention depicts educational poverty not only as social deprivation, but rather cultural and narrative, working on the gap of creativity and "authorship" which is often typical of social media landscape. The digital divide should not only be thought of for the technological aspects, but also for the deficit of conscious, innovative and creative use of digital, in a perspective of participatory citizenship.
Starting from the most recent theories, some key points will be identified to design pedagogical practices that allow to reduce this type of educational poverty, through participatory design, collective intelligence and narrative creativity.
In this perspective, the Covid-19 emergency highlighted the need to deepen the concept of "third educational spaces" and the development of the Community Technologies frame.
| Translated title of the contribution | [Autom. eng. transl.] Thinking the Digital Divide as an educational, narrative and creative gap |
|---|---|
| Original language | Italian |
| Pages (from-to) | 227-235 |
| Number of pages | 9 |
| Journal | SCHOLÉ |
| Volume | LXVIII |
| Publication status | Published - 2020 |
| Externally published | Yes |
Keywords
- Community Technologies
- Digital Citizenship
- Digital Divide
- Learning Design
- Media Education
- Third Spaces Literacies