Conceiving Digital Literacies in Schools - Norwegian Experiences

As a frame of reference I will discuss the present situation in Norway where new national curriculum states that digital literacy is as important as reading, writing and numeracy. This raises many issues on knowledge creation and the way we think about schooling. The paper presents a conceptual discussion about digital literacy and its historical developments. In addition some data will be presented which outlines contextual factors for the use of ICT in schools as a framework for implementing digital literacy in school curricula. The objective of this paper is to raise some awareness about what ‘digital literacy’ is, and start some discussion on its implications for the epistemological foundation of schooling and different subject domains.

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