Povertà educativa digitale: costrutto, strumenti per rilevarla, risultati

[Autom. eng. transl.] At the time of the “onlife society” and the “platform society”, the difficulty in assessing the digital skills of minors emerges at the European level. A recent review notes an overabundance of approaches to their measurement, with specific focuses on information literacy or computer programming; heterogeneity is increased by not always considering digital activities in a coherent way ("I do X online", where related skills are implicit but not measured), digital self-efficacy ("I am proficient in X online") and digital skills , often measured as self-reported ability to perform specific digital tasks (“I know how to do X online”). Another recent systematic evidence review considered 34 studies that use cross-cutting methods to examine the association of digital skills with tangible results, according to the classification of four dimensions commonly used in the literature. Two-thirds concerned associating with online opportunities or other benefits, while another third looked at the risks of online dangers. On the contrary, researches that try to measure digital skills in terms of communication skills and creativity are very rare. This heterogeneity in detecting and measuring digital skills is also reflected in the ambiguity with respect to the concept of "digital divide". With "third-level digital divide", the researchers propose that digital inequalities be interpreted with more than one indicator of simple binary opposition among those who have or do not have access to the Internet ("first-level digital divide") and even more than the mere promotion of digital skills ("secondlevel digital divide"). In some cases, in fact, the promotion of access and skills without attention to results can reproduce and even increase social inequality. Starting from these considerations, in 2021 the Research Center on Media Education, Innovation and Technology (CREMIT) of the Catholic University proposed to use the new construct of "digital educational poverty" when drafting the report “Let's rewrite the future. A survey on digital educational poverty ”by Save the Children (2021). Digital educational poverty is not intended solely as deprivation of devices and access to the Internet, nor as denied participation in distance learning or integrated digital education, which are in fact phenomena mapped from other research carried out in the period of health emergency. Reference is made to the lack of acquisition of digital skills, understood as new alphabets necessary in the post-media society to analyze the production and use of different digital contents. Quoting the proposed definition from Save the Children, "digital educational poverty therefore refers to the deprivation of opportunities to learn, but also to experiment, develop and let skills, talents and aspirations flourish freely, through the responsible, critical and creative use of digital tools". In other fora, discussions were held on the construct, on the possibility of measuring educational poverty and on the results of AbCD (Basic Self-Assessment of Digital Skills), a first tool built to detect digital educational poverty and used in April 2021 (International Conference School Democratic 2021, national conference Sirem 2021, national conference Siped 2022). Starting from the critical analysis of AbCD, CREMIT has created a new tool to detect digital educational poverty. The contribution will present this tool, which in the four areas of educational poverty (here declined in digital), combines the perspective of rights, inspired by