Infrastructuring digital literacy in K-12 education

Written collaboratively by all research leads in the Danish National Knowledge Centre on Technology Comprehension, this article tries to explicate how we - as researchers - see the role and function of a knowledge centre in introducing a new subject area in Danish education.

Andersen, L. B., Basballe, D. A., Buus, L., Dindler, C., Hansen, T. I., Hjorth, M., Iversen, O. S., Johannessen, C. M., Kanstrup, K. H., Lorentzen, R. F., Misfeldt, M., Musaeus, L. H., Nielsen, C. B., Petersen, M. G., Schrøder, V., & Slot, M. F.
2024
Journal article
International Journal of Child-Computer Interaction
Infrastructuring digital literacy in K-12 education: A national case study
While much CCI research has dealt with the educational challenge of providing children with knowledge and skills for a digital society, little work has dealt with the strategic challenge of developing and implementing a digital literacy subject in K-12 education. In this paper, we explore how to develop, implement, and sustain a national program on technology comprehension by analyzing the newly established Danish knowledge center for digital technology comprehension. We draw on the concept of infrastructuring to shed light on how to create and sustain the social, material, political and organizational structures that form the basis for introducing the new national initiative. Based on our case, we distill seven propositions that describe more generally how to work strategically with this challenge.
 
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