IJDLDC 2013 - special issue on "New literacy and competences for Smart City learning"

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"New literacy and competences for Smart City learning"
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special issue of
International Journal of Digital Literacy and Digital Competence
IGI Publishing
http://www.igi-global.com/journal/international-jo...
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INTRODUCTION
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Although the smart city vision has been elaborated to include within the
city's capital also the intellectual and social ones, most of the smart
city's models aim exclusively to optimize the consumption of resources
and to thin the flows (things, people, data).
Very often the present smart cities' models forget that cities are
populated by people who act because driven by motivations and
expectations, desires, needs; individuals who have their own styles and
do not believe that quality of life can be reduced only to optimization
of consumption and flows, although it is an important issue for the
survival of the eco-system. People that also citizens that over the
centuries, with their creative and productive actions, have contributed
to the stratification of the cultural DNA that today marks the
difference between European cities and those that are quickly developing
in the New Worlds.
It follows, then, that public and private stakeholders have to put
citizens at the heart of any Smart City project, counterbalancing
technocratic visions of cold and inhumane cities, and that technologies
will be able to really transform cities in smart ones only when these
latter will be populated by "smart citizens", i.e. individuals who will
feel smart not only because they have learned techniques needed to
optimize resources' consumption and safeguard the city's capital - that
is the environment in which they live and co-evolve to produce further
cultural stratifications - but, rather, because, they experience high
standard living from all points of view (i.e. all experiential
dimensions and personal styles).
For that reason, if the smart cities are to be constructed around people
that are also citizens, the “cityzentric” condition for the inhabitants
of the intelligent cities is achieved by playing a qualified role in the
network of connected individuals, that is characterized by the civic
engagement, the territorial commitment and the will of sharing knowledge
of creativity.
Connectivity should not be considered only as a urban commodity but,
rather, an incredible gift in the hands of individuals and groups that
is strengthening their power as agents of change and making them fully
aware of the city challenges and vehicles for spreading knowledge and
innovation. The “cityzentric” role for active individuals is challenging
and gets richer as the citizen itself act, learn and share with others.
Who assumes the responsibility for the education of “smart citizens?
Unfortunately, in the current smart city's models education is not seen
as an enabling factor that can affect all aspects of the quality of
life, but rather as an infrastructure delivering services: benchmarks,
in fact, includes only density of schools, services that can be provided
through the "wide-band", number of students per inhabitant, the ability
to produce the "skills" needed to sustain the functioning of the system
... and so on.
Within a more human-centered vision - and, therefore, the consideration
of more human centered city's experiences - horizontal to all themes
relevant to a smart city, education should be considered as a pillar of
future city smartness and thus it urges to reflect on:
? how the way of learning has changed, is changing and will change
because of the smart city, and in particular what are the literacy and
competences people need to learn and to live in a smart city environment;
? what places, or more generally environments, have to be designed and
developed to answer the education request by citizens in smart cities;
? which transformation will undergone the learning places and, thus,
which skills, abilities and competences the educators must have to
support the education of future smart citizens;
? which “digital” competencies and skills will characterize the status
of “smart citizens” and how to support their continuous acquisition, the
integration of those learned in other formal, informal and non-formal
contexts within specific urban areas and local situations ;
? how should change skills and competences of those who have to manage
smart cities and smart citizens;
? How to integrate skills’ sets and strengthen the cultural profiles of
individuals through active partnerships among institutions;
? and last but not least, how all this may depend on the characteristics
of the environment and how much room there will be for personalization.
To these and related themes is devoted the special issue of IJDLDC that
will be published on April 2013.
The special issue of IJDLDC follows the first workshop on "Smart City
Learning" held in September 2012 in Sinaia (Romania) and represents a
parallel, complementary and more focused reflection on literacy and
competences, with respect to that proposed by the workshop "Horizon
2020: smart city learning" which will be held January 28 to 30, 2013 in
Villard-de-Lans, Vercors.
http://www.mifav.uniroma2.it/inevent/events/scl13/...
Guest editors
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Antonio Cartelli
Pablo Sanchez Chillon
Carlo Giovannella
Antonella Nuzzaci
Important Dates
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? December 30, 2012 (extended) -> Submission of papers
? January 30, 2012 -> Notification of evaluation results
? February 15, 2013 -> Submission of final version of papers
? April 2013 -> IJDLDC special issue publication
Authors Guidelines
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please refer to the following web page:
http://www.igi-global.com/journals/guidelines-for-...
Paper Submission
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submit you manuscript in .doc or .docx to
Antonio Cartelli (Editor in Chief of IJDLDC -
antonio.cartelli-AT-gmail.com) and
Carlo Giovannella (Guest Editor ? giovannella-AT-scuolaiad.it) that act
also as contact point for information