Call: LOM#19 (English): Technological literacy, digital literacy and computational thinking

Technological literacy, digital literacy and computational thinking

Editors: Jens Jørgen Hansen, Mikala Hansbøl and Stine Ejsing-Duun

On the one hand, technological development is a condition for society in general and for the educational world specifically; and, on the other hand, a task to be dealt with. Therefore, many initiatives are being launced in the Danish educational system at the moment. In high school, "Informatics" has been introduced as an elective; this year, on an experimental basis, the Danish Ministry of Education has introduced the elective "Technological literacy" in schools; The Danish ITC Industry Association, in collaboration with various municipalities, is behind the initiative ‘Coding Class’, which involves more than 2700 school students nationwide. The point of departure of these initiatives is the need for skilled labor in the digital sector and the assumption that future society and the job market will generally require employees who poss technological literacy and more advanced IT skills.

However, students should not only possess IT skills, they should also be digitally literate. Digital literacy includes competences to be able to commit to and participate in building our society - through digital media, tools and materials. The initiatives increase the need for knowledge to qualify the role that IT and digitalization are to play in the education system and as part of the future students’ general education and competencies.

In this issue of Learning and Media we therefore focus on pedagogy and design in relation to teaching and learning with and about technology. Thus, a key question is how to label the professional competence with which students and teachers, in a qualified manner, can utilize, relate to and be co-creators of new technology: e.g., technological literacy, digital literacy, computational thinking, digital citizenship or 21st century skills? What competencies are needed and how do we get everyone qualified? The questions are many. We are looking for articles that relate to the following issues, for example:

  • • How do we define the skills and competencies that have technology as a starting point, framework, medium and / or goal? And; what is the perspective of acquiring these skills: understanding, skills, innovation or, for example, competencies for critical use, being a creative producer, responsible citizen, general education?
  • • Why are understanding of technology, digital literacy and computational thinking particularly important skills and competencies? What are the educational reasons for this?
  • • How do we design teaching and learning that can develop students’ technological literacy, digital literacy and/or computational thinking? And; what skills and competencies do such teaching activities require from the teachers / lecturers?
  • • What challenges do institutions and study programmes face in relation to building capacity and enabling further training; and how can these be handled?

LOM receives theoretical articles with discussions that open our understanding, unfold concepts of technological literacy, digital literacy and computational thinking as well as empirically based articles on studies and experiences with teaching in technological literacy, digital literacy and computational thinking in educational practices.

Important dates

  • Submission of abstract (100 – 200 words): 1 November 2017. Submit your abstract via e-mail to one of the editors.
  • Notification of acceptance/rejection: 21 November 2017
  • Manuscript (or media product): 15 January 2018
  • Review sent to authors: 15 March 2018
  • Final manuscript: 15 April 2018
  • Publication of issue: 15 May 2018


All manuscripts are to follow these guidelines:


Jens Jørgen Hansen, Associate Professor, Department of Design and Communication, SDU Design


Mikala Hansbøl, Docent, Department of School and Learning, Metropolitan University College


Stine Ejsing-Duun, Associate Professor, Department of Communication and Psychology,

Aalborg University Copenhagen

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