Alex Young Pedersen

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.

Data literacy defineres som en sammensat kompetence i spændingsfeltet mellem kompetencer i statistik samt datavisualisering og mere overordnede dispositioner og kompetencer i at undersøge problemer og søge løsninger ved hjælp af data. Data literacy foreslås derfor som et element i digitale dannelse, der flytter grænsen ift. hvad det betyder at være ‘dannet’ i informationssamfundet. Artiklen forsøger at besvare spørgsmålet om hvorvidt idealet om en ‘citizen data scientist’ - eller datakyndig medborger - er en realistik rollemodel, som med fordel kan inddrages i undervisning, eller om data science udelukkende er et domæne for specialister? Med udgangspunkt i eksempler af ressourcer og praksisser, som kræver data literacy, men samtidig understøtter tilegnelse af samme, argumenterer artiklen for at data literacy bedst defineres som en sammensat kompetence, der først og fremmest kan tilskrives et undersøgende praksisfællesskab frem for en enkelte individ. Definitionen kalder derfor på nye samarbejder mellem faglige områder samt arbejdsformer, som kan integrere forskellige kompetencetyper og -niveauer på tværs af fag.

Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.