Ciudadanía digital

Conceptualizing and contextualizing digital citizenship in urban schools: Civic engagement, teacher education, and the placelessness of digital technologies

Ruth G. Kane, Nicholas Ng-A-Fook, Linda Radford, Jesse K. Butler (2016)


Publicación: Citizenship Education Research Journal (CERJ), 6(1)


Abstract: In September 2014, pro-democracy demonstrators in Hong Kong mobilized to bypass online government censorships, connecting through their Smartphones using the FireChat app. In 2013, four Saskatchewan women used Facebook chat to speak out against the proposed Federal Bill-45, initiating the IdleNoMore movement. In each of these cases, digital technologies were used to bypass the “official” channels of civic engagement. In this way, digital technologies can provide spaces within which non-dominant social groups can network around – and mobilize against – the entrenched interests embedded in traditional media. At the same time, however, digital technologies can become obstacles to civic engagement. In the 2016 US election, for example, Facebook was at the centre of controversies over fake news and “digital echo chambers.” As citizenship educators, therefore how can we engage with digital technologies in a positive way, in order to create decentred spaces for civic engagement within the diversity of 21st century classrooms?  In what follows, we first review existing research within the scholarly and policy contexts of civic engagement in urban schools and 21st century learning skills. We then present the conceptualization of digital citizenship that guides our project, with particular emphasis on the different spaces in which urban youth can be (and are) civically engaged. Finally, we discuss the context of our project, present some initial findings, and reflect on some of the obstacles we have encountered so far. In particular, we discuss our attempt to develop faculty/school partnership model as a way making the curriculum more locally relevant and meaningful to learners.

Digital participation, digital literacy, and school subjects: A review of the policies, literature and evidence

Cassie Hague and Ben Williamson, Futurelab (2009)




Abstract: This review aims to provide a critical introduction to the policies and research on the subjects of digital literacy and digital participation, seeking to show what they mean for classroom practice. Aimed at teachers and practitioners, especially those involved in continuing professional development programmes, and providers of teacher training or practice-based Masters courses, it reviews the major research and evidence on developing

digital literacy and digital participation in the classroom.

It highlights the fact that there is extensive theory,conceptual development and policy on digital literacy and digital participation, yet little evidence about how this can be translated into practice.


The review aims to support and enable practitioners to start developing informed strategies to promote digital participation in real school settings by introducing them

to a range of debates and key concepts and by relating these concepts to practice. It should be used as the basis for supporting the development of teachers’ professional

knowledge and skills in the critical use of digital media and technology for learning and for the enhancement of the curriculum. Throughout, examples of existing and emerging practices are included as breakout boxes to illustrate the conceptual content.


The document supports Futurelab’s Digital Participation project, a programme of research and development in collaboration with teachers in primary and secondary schools which seeks to model, trial and evaluate practical strategies for enhancing young people’s digital literacy in the classroom and their development of digital participation for life.

Digital Citizenship: The Internet, Society, and Participation (LIBRO)

Karen Mossberger, Caroline J. Tolbert, and Ramona S. McNeal (2007)


Publicación: The MIT Press. Cambridge, Massachusetts. London, England


Abtract: Just as education has promoted democracy and economic growth, the Internet has the potential to benefit society as a whole. Digital citizenship, or the ability to participate in society online, promotes social inclusion. But statistics show that significant segments of the population are still excluded from digital citizenship. The authors of this book define digital citizens as those who are online daily. By focusing on frequent use, they reconceptualize debates about the digital divide to include both the means and the skills to participate online. They offer new evidence (drawn from recent national opinion surveys and Current Population Surveys) that technology use matters for wages and income, and for civic engagement and voting. Digital Citizenship examines three aspects of participation in society online: economic opportunity, democratic participation, and inclusion in prevailing forms of communication. The authors find that Internet use at work increases wages, with less-educated and minority workers receiving the greatest benefit, and that Internet use is significantly related to political participation, especially among the young. The authors examine in detail the gaps in technological access among minorities and the poor and predict that this digital inequality is not likely to disappear in the near future. Public policy, they argue, must address educational and technological disparities if we are to achieve full participation and citizenship in the twenty-first century.