Abstract
In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits of Italian students of licei classici (Italian classical high schools) to cope with these new formative contexts that are arising. For this purpose, different quantitative instruments (from the field of attitudes, digital skills and multitasking, and corresponding to the transmedia sphere) were administered to 400 students (N = 400). The results show that most young people have access to devices and that they prefer the mobile ones when consuming or creating content on the net. Moreover, although they are inclined towards transmedia practices, they have some difficulties in becoming creative agents collaborating and fully participating in digital citizenship.
Highlights
The Ministero dell’Istruzione published in 2015 the Piano Nazionale ScuolaDigitale (Digital School National Plan, hereinafter PNSD), the Italian education system, like many educational institutions all over the world, still faces a crucial challenge of ensuring the development of students’ digital skills, “con particolare riguardo al pensiero computazionale, all’utilizzo critico e consapevole dei social network e dei media nonché alla produzione e ai legami con il mondo del lavoro”, as stated in the Italian Law 107/2015
The conceptual frameworks related to digital competences or digital literacies always highlight that the education system must guarantee every student acquires them (Ugolini 2016), and because of that, the PNSD states a positive break with the past, with a clear commitment to the inclusion of Information and Communication Technologies (ICT) in daily school life (Cappello 2019) in a transversal way, permeating all learning processes at all educational levels
The fact is that its eternal vitality lies in its commitment to universal vocation (Cavalli Sforza and Cavalli Sforza 2007; Ferrarotti 2014), there is no doubt that one of the disciplinary problems has its cause in outlooks that are outdated, linked to the less universal and disconnected part of that culture with ours (Catafalmo 2020), with which a look of transmedia learning can link the universal of the classic with the personal of the adolescents of the Italian school
Summary
The Ministero dell’Istruzione published in 2015 the Piano Nazionale ScuolaDigitale (Digital School National Plan, hereinafter PNSD), the Italian education system, like many educational institutions all over the world, still faces a crucial challenge of ensuring the development of students’ digital skills, “con particolare riguardo al pensiero computazionale, all’utilizzo critico e consapevole dei social network e dei media nonché alla produzione e ai legami con il mondo del lavoro” (with particular regard to computational thinking, the critical and conscious use of social networks and media as well as production and links with the world of work), as stated in the Italian Law 107/2015. The conceptual frameworks related to digital competences or digital literacies always highlight that the education system must guarantee every student acquires them (Ugolini 2016), and because of that, the PNSD states a positive break with the past, with a clear commitment to the inclusion of Information and Communication Technologies (ICT) in daily school life (Cappello 2019) in a transversal way, permeating all learning processes at all educational levels In this sense, the change links with the dynamics of the rest of Europe (and much of the Western world), which seek to materialize the European Recommendation of 23 May 2018 on lifelong learning, in line with the DigComp reference framework, which suggests educational policies that enable citizens to develop the digital skills they need to participate in the Knowledge Society (Fabiano 2020); that is, to exercise their own citizenship in a digital way. The fact is that its eternal vitality lies in its commitment to universal vocation (in the themes, in its approaches) (Cavalli Sforza and Cavalli Sforza 2007; Ferrarotti 2014), there is no doubt that one of the disciplinary problems has its cause in outlooks that are outdated, linked to the less universal and disconnected part of that culture with ours (Catafalmo 2020), with which a look of transmedia learning can link the universal of the classic with the personal of the adolescents of the Italian school
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