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This paper aims to identify digitally reflective employees as facilitators of digital work characteristics.

This conceptual paper focuses on developing a general micro-theoretical framework that clarifies digital reflection (DR). It integrates theoretical and empirical accounts from different management viewpoints on DR into one general micro-theoretical framework.

This research defines DR as an individual’s tendency to consider how digital work characteristics affect them and their organization.

The results indicate that firms wishing to introduce or maintain new digital work characteristics that positively impact human resources may profit from involving and promoting DR in the work design and human resources management processes.

This paper describes a DR framework that can help scholars and managers understand the mediating role of DR in the relationship between digital work characteristics and individual results.

Este documento identifica a los empleados digitalmente reflexivos como facilitadores de las características del trabajo digital.

Este documento conceptual se centra en el desarrollo de un marco micro-teórico general que aclara la reflexión digital. Integra relatos teóricos y empíricos desde diferentes puntos de vista de gestión sobre la reflexión digital en un marco micro-teórico general.

Esta investigación define la reflexión digital como la tendencia de un individuo a considerar cómo las características del trabajo digital los afectan a ellos y a su organización.

Este documento describe un marco de reflexión digital que puede ayudar a los académicos y gerentes a comprender el papel mediador de la reflexión digital en la relación entre las características del trabajo digital y los resultados individuales.

Los resultados indican que las empresas que deseen introducir o mantener nuevas características de trabajo digital que impacten positivamente en los recursos humanos pueden beneficiarse al involucrar y promover la reflexión digital en el diseño del trabajo y los procesos de gestión de recursos humanos.

Este documento identifica funcionários digitalmente reflexivos como facilitadores de características de trabalho digital.

Este documento conceitual se concentra no desenvolvimento de uma estrutura microteórica geral que esclarece o pensamento digital. Ele integra relatos teóricos e empíricos de diferentes pontos de vista de gestão sobre a reflexão digital em um quadro micro-teórico geral.

Esta pesquisa define a reflexão digital como a tendência de um indivíduo para considerar como as características do trabalho digital os afetam e sua organização.

Este documento descreve uma estrutura de reflexão digital que pode ajudar acadêmicos e gerentes a entender o papel mediador da reflexão digital na relação entre as características do trabalho digital e os resultados individuais.

Os resultados indicam que as empresas que desejam introduzir ou manter novos recursos de trabalho digital que impactam positivamente o RH podem se beneficiar do envolvimento e promoção do pensamento digital no design do trabalho e nos processos de gerenciamento de RH.

This chapter calls attention to how creating a digital story, which focused on teaching and learning spaces for writing, served as a mediational tool to support preservice teachers’ reflective practice and understanding of writing and the writing process.

Data from over 50 students were parsed using Kember, McKay, Sinclair and Wong’s (2008) approach to determine levels of reflection. From the students whose work fell into the reflection-to-critical reflection range, we selected three students from different disciplines and adopted a case study approach for analyzing and discussing their work. Students’ informal and formal reflections and learning artifacts, as well as researcher field notes, contributed to a rich understanding of each case.

Review of students’ digital stories and related artifacts (i.e., storyboards, scripts, and reflections), as well as other course-related work, revealed that digital storytelling facilitated students’ developing understanding in three dimensions: writing, pedagogy, and reflective practice.

The findings suggest that digital storytelling can engage students in multimodal iterative practices analogous to the writing process that cultivates reflective thinking. Activities that scaffold such iteration and cross-literate practices can foster reflective thinking about inspired pedagogy within and beyond the classroom.

To describe the use of a Composer’s Cut video as a tool for reflecting on and celebrating one’s experience creating multimodal compositions for personal and social audiences.

Two adolescents designed and produced digital video stories about their prior experience composing a webpage and a multimodal literary analysis hypertext in response to the Vietnam war novel, The Things They Carried.

Each student remixed Camtasia screen capture video, class video, and images, enhanced with text overlays and music, to showcase their unique vision as a multimodal designer and to highlight their composing processes. They viewed the Composer’s Cut video as a powerful vehicle for reflection and appreciated that their videos would have a public audience.

Reflection often tends to be oral or written. Digital video supports students in showing, as well as telling their experience through multiple modes. The Composer’s Cut video is one example of how video might be used for reflection that is both personal and social.

To describe the use of digital video as a tool for preservice teachers to examine their own literacy learning (rather than teaching) practices in order to document the potential benefits of developing observation skills and metacognitive awareness.

During a literacy methods course, preservice teachers engaged in literature discussions. They then analyzed video of discussions to identify their processes, the effectiveness of their talk, and areas needing improvement. Content analysis was then performed on discussions, responses, and reflections about video as a learning tool.

The preservice teachers engaged in varied discussions, subsequently evaluating their practices in sophisticated, contextualized, and personally relevant ways. They articulated multiple benefits of video to enhance their roles as both learners and teachers. While examining their learning practices, they frequently shifted focus to teaching.

Digital video allows preservice teachers to reflect independently, generate theory about practice, and compare their practices to those of others, both peers and students. By analyzing their own learning, teachers can develop empathy toward students, discover the relative benefits of assignments, and model personal learning.

During the past decade, a fairly extensive literature on the digital divide has emerged. Many reports and studies have provided statistical data (Digital Divide Network, 2002; NTIA, 1995, 1998, 1999, 2000) pertaining to sociological aspects of ‘the divide,’ while some studies have examined policy issues involving universal service (Camp and Tsong, 2001) and universal access (Brewer and Chuter, 2002). Other studies have suggested ways in which the digital divide could be better understood if it were ‘reconceptualized’ in terms of an alternative metaphor, e.g. a ‘divide’ having to do with literacy (Warschauer, 2002), power (Moss, 2002), content (Carvin, 2000), or the (information) environment (Floridi, 2001). However, with the exception of Johnson (2001) and Koehler (2002), authors have tended not to question ‐ at least not directly ‐ whether the digital divide is, at bottom, an ethical issue. Many authors seem to assume that because disparities involving access to computing technology exist, issues underlying the digital divide are necessarily moral in nature. Many further assume that because this particular ‘divide’ has to do with something that is digital or technological in nature, it is best understood as a computer ethical issue. The present study, which examines both assumptions, considers four questions: (1) What exactly is the digital divide? (2) Is this ‘divide’ ultimately an ethical issue? (3) Assuming that the answer to (2) is ‘yes,’ is the digital divide necessarily an issue for computer ethics? (4) If the answer to (3) is ‘yes,’ what can/should computer professionals do bridge the digital divide?

To describe how a digital storytelling project used in preservice elementary literacy methods courses expands the notion of video reflection and offers an intentional zone of contact in which preservice teachers create their own idealized vision of their future classroom.

Using the multimodal text as a point of departure, each researcher used a different analytical method to approach the data, allowing for examination of different aspects of the product and process of digital storytelling. These analysis methods include theoretically driven analysis based upon theories of Bakhtin (1981) and Vygotsky (1978), metaphor analysis, and performative analysis. This chapter describes the findings from each analytic lens, as well as the affordances of the multiple research lenses.

The results of the study shed light on how preservice teachers constructed a dialogue around their beliefs about themselves as teachers and visions of their future classrooms. The space between the real and the imagined provided a critical writing space where preservice teachers were able to vision their evolving identity and make visible their negotiation of intellectual, social, cultural, and institutional discourses they encountered. These artfully communicated stories engaged preservice teachers in creating new meanings, practices, and experiences as they explored possibilities and imagined themselves in their future classrooms. In these compositions, the preservice teachers maintained, disrupted, and/or reinvented classroom contexts to accommodate their own understandings of literacy teaching and learning.

The zones of contact that were consciously created in this digital storytelling assignment allowed teacher educators to provide the cognitive dissonance which research shows makes teacher beliefs more amenable. Additionally, asking preservice teachers to engage in the type of analysis described in this chapter may prove to be a useful avenue for helping to make the negotiation that took place during the composing of the digital stories more explicit for the preservice teachers.

The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How should they be educated?

The analysis is based on the results of the project “European Curriculum Reflections on Library and Information Science Education” and the proceedings of the Workshops on Digital Library Education, held in Italy in 2005 and in Croatia in 2006.

Three approaches to education for digital library are described: the emergence of the concept of “memory institutions”; the library‐based approach to knowledge management; and the isolation of IT from library and information science (LIS) schools.

The roles of the digital librarian are suggested, and the structure of a course for digital library education is proposed, but further research is needed on the definition of the digital library concept.

A digital librarian should have a combination of technological and librarianship competences.

The paper addresses the issue of education needed for digital librarians in Europe.

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a synopsis of the digital transformation considering digital technologies, connecting digital transformation to future work and reflections on the new digital age to sustainability issues. In detail, this chapter comprehensively reviews digital technologies transformation skills, including digital skills and integrated skills for the digital economy linked to integrated skills. This chapter takes into consideration the possible effects from a competency point of view from the domains on issues like: global independence, trust, a shift in skills and ways of work, commitment to justice, improving the know-how, financial inclusion, data and data privacy that are critical imperatives for sustainability. Developing a digital economy requires integrated sustainable development competencies; this chapter considers combined skills for digital transformation in triple connecting points of human skills, business skills and digital building blocks skills to argue for sustainability. Because attaining Sustainable Development Goals (SDGs) requires input from different quotas globally, sustainable competencies are needed to ensure individuals work cohesively through new-age digital technologies. This chapter further highlights emerging competencies such as critical thinking, appreciative equity, open communication and acting on collective well-being as imperatives transforming digital disruptions. The final section of this chapter puts into perspective the implication of required digital technologies for the future of work and its significance on the need to reskill and retool. It concludes by reflecting on opportunities and challenges for crucial consideration towards creating a sustainable digital age.

Higher education has seen an unprecedented amount of change in recent decades, with technological advancements impacting on the very essence of teaching and learning. As there are an abundance of digital tools available to educators, it can be a challenge to select the most appropriate online platforms to incorporate into the classroom. This chapter discusses the topic of digital storyboarding by providing a case study of how the author adopted the online platform Storyboard That to enhance student engagement and co-creativity within a UK higher education institution. The chapter debates the benefits and challenges of technology-enhanced learning as part of a blended approach, and concludes with advice for educators wishing to adopt digital storyboarding within their own educational context.