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=====================================================
"New literacy and competences for Smart City learning"

-------------------------------------------------------------------------

special issue of

International Journal of Digital Literacy and Digital Competence

IGI Publishing

http://www.igi-global.com/journal/international-journal-digital-literacy-digital/1170
=====================================================

INTRODUCTION
=============

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/index.php?s=156


Guest editors
===========
Antonio Cartelli
Pablo Sanchez Chillon
Carlo Giovannella
Antonella Nuzzaci

Important Dates
============
• 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
==============
please refer to the following web page:
http://www.igi-global.com/journals/guidelines-for-submission.aspx

Paper Submission
==============
submit you manuscript in .doc or .docx to
Antonio Cartelli (Editor in Chief of IJDLDC - 
[log in to unmask]) and
Carlo Giovannella (Guest Editor – [log in to unmask]) that act 
also as contact point for information

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