Our project will stimulate education which results in "worldly-wise" students. Students who are digitally equipped in a broad sense, critical, social and ethical. Students who can participate in the European Society no matter personal identity and background. Students who show open mindedness towards different cultures, nationalities, religions and ideas. Students who maintain international relationships and use emotional intelligence for better understanding. Students who can cooperate in social groups learning from each other. Our program therefore is based on two pillars: a. cultural content b. digital literacy. The project will focus on four aspects of digital literacy: 1. Instrumental digital literacy: sufficient knowledge and skills in dealing with new media 2. Media wisdom and media awareness: critical awareness of digital resources and information, especially regarding social media 3. Empathic digital literacy: learning respectful dealing with information, as cultural diversity in information, rights and feelings of individuals; developing resilience for false or subversive information flows; respect for traditional public values 4. Inclusive digital literacy: developing awareness that all groups equally can participate in the information society, promoting to close the "gap" between the digital "haves" and "have nots". Worldly-Wise Students is a project of five schools in four country's: Bonaventuracollege (Leiden, the Netherlands), Liceo Piga (Villacidro, Italy), La Anunciata Ikastetxea (Pasaia, Spain), Colegio Santa Catalina de Sena (Madrid, Spain) and Convitto Nazionale "Paolo Diacon" (Cividale del Friuli, Italy). They collaborate in this project which is intended to involve digital literacy in education of children and young adults. That means that teachers must be sufficiently equipped to this task. They should improve and expand their digital literacy, to keep up with the changing digital environment. So they will be equipped to educate their students. Our project aims to develop for three years pilot-projects for r both teachers and students to become proficient in digital literacy in the broad sense as described. The methodology is based on two approaches: 1. Both teachers and students learn by participating in Learning Communities: teachers in a PLC (Professional Learning Community) and students in a SLC 2. For programs, projects and campaigns in developing digital literacy we apply the methodology of Design Thinking, developed at the Stanford University (USA) We use student exchanges and international job shadowing as transformational tools to promote intercultural and "out of the box" thinking and dealing. Job shadowing will be oriented on application of digital literacy in lessons. Besides local PLC's and SLC's also transnational learning communities will be set up. PLC's are aimed for development of education in digital literacy, SLC's for developing campaigns and projects by students. The project strives to create a new approach in education as a response to the main challenges of today's world, the needs of students to be equipped with appropriate skills, knowledge, insight and awareness to fulfil different roles in the globalizing society. The schools hope these abilities will encounter also growing distrust and even anxiety in society. Empowerment to an integrated literacy should be the answer of education in a confused world. Integrated literacy by all students will contribute to integration of all groups in society. That is the reason the schools in this project endeavour inclusive literacy. They strive to focus on impact on that goal. The question is how education should empower. That's the important role of teachers to guide students. So, teachers should be empowered and equipped. That is the main desired impact of this project.
Our project has stimulated education which results in "worldly-wise" students. Students who are digitally equipped in a broad sense, critical, social and ethical. Students who can participate in the European Society no matter personal identity and background. Students who show open mindedness towards different cultures, nationalities, religions and ideas. Students who maintain international relationships and use emotional intelligence for better understanding. Students who can cooperate in social groups learning from each other. Our program therefore is based on two pillars: a. cultural content b. digital literacy. The project focused on four aspects of digital literacy: 1. Instrumental digital literacy: sufficient knowledge and skills in dealing with new media 2. Media wisdom and media awareness: critical awareness of digital resources and information, especially regarding social media 3. Empathic digital literacy: learning respectful dealing with information, as cultural diversity in information, rights and feelings of individuals; developing resilience for false or subversive information flows; respect for traditional public values 4. Inclusive digital literacy: developing awareness that all groups equally can participate in the information society, promoting to close the "gap" between the digital "haves" and "have nots". Worldly-Wise Students is a project of five schools in four country's: Bonaventuracollege (Leiden, the Netherlands), Liceo Piga (Villacidro, Italy), La Anunciata Ikastetxea (Pasaia, Spain), Colegio Santa Catalina de Sena (Madrid, Spain) and Convitto Nazionale "Paolo Diacon" (Cividale del Friuli, Italy). They collaborate in this project which is intended to involve digital literacy in education of children and young adults. That means that teachers must be sufficiently equipped to this task. They should improve and expand their digital literacy, to keep up with the changing digital environment. So they will be equipped to educate their students. Our project aims to develop for three years pilot-projects for r both teachers and students to become proficient in digital literacy in the broad sense as described. The methodology is based on two approaches: 1. Both teachers and students learn by participating in Learning Communities: teachers in a PLC (Professional Learning Community) and students in a SLC 2. For programs, projects and campaigns in developing digital literacy we apply the methodology of Design Thinking, developed at the Stanford University (USA) During the exchanges we created an integrated program on these pillars. About 40% culture, 20% social activities and 40% workshops on the for points above. In these tow year we develloped a distinct set of workshops were international groups of students could train these skills.