-
Author
-
Luca Botturi
-
Year
-
2019
-
Publisher
-
Nordic Journal of Digital Literacy
-
Abstract
-
In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compul
sory education, blending insights and experiences from the media education and digital literacy domains. Teacher
education, starting from pre-service education, is central for the actual integration of DML education in classroom
practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service
pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants,
intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experi
mentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the
evolution of pre-service teachers’ approach to DML, on their perceived role as teachers in this domain, on self
efficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests
that, despite the limited space in the curriculum and resources available, even a short course can make a difference
and enable teachers to integrate DML in their profession