ELINET CALL for Good Practice Examples for "Enhancing Digital Literacy Skills: Good Practices for Early and Primary Years Education"
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SECTION 1 Objectives
We are looking for good practice examples from three areas:
First - concerning the effectiveness of the digital tools used by educators and caregivers, to develop children’s language and literacy proficiencies across different modalities. In childhood, digital tools can be helpful in fostering basic language skills, basic reading skills (“learning to read”) and reading for comprehension (“reading to learn”). In addition, we want good practice examples concerning writing (learning to write and create information by writing) and using digital devices for sharing information.
Second - concerning competencies specific to the digital media (creating and using the hardware and software), for instance, use of digital devices as a medium for coding and programming, or a “playground” for learning a variety of creative digital-based skills.
Third - concerning additional skills such as locating, comprehending and integrating information distributed across sources and formats, critically evaluating the reliability and validity of the available information, and adjusting comprehension and expression strategies according to the different types of interactions that are required (for example social media posts versus longer, deeper academic content).
SECTION 2 Name of the practice
What is the name of the good practice?
SECTION 3 Referring to literacy, in which way this practice/ project might be helpful?
AGE GROUP 0 – 3 years (toddlers)
Linguistic foundations of literacy (learning the oral language of the community, all aspects, vocabulary, syntax, morphology, communication strategies, understanding another person and expressing oneself).
Pre-literacy, awareness of and interactions with written material in any modality and the differences and connections of print with visual and auditory material.
None of this list
AGE GROUP 3 – 6 years (pre-primary years / kindergarten)
Digital tools for fostering emergent literacy such as fostering oral language skills, listening and narrative skills, writing skills, metalinguistic skills such as phonological and phonemic awareness.
Use of digital tools (devices/apps) as a “playground” for learning a variety of creative digital-based skills: for instance, producing graphic art story books and digital stories, animation, introduction to coding, programing Lego robots, composing musical pieces.
None of this list
AGE GROUP 6 – 10 years (first years of primary school)
Fostering basic reading skills: grapheme-phoneme-relations, morphemes, decoding, fluency, comprehension (“learning to read”)
Fostering high level reading skills: learning and using metacognitive strategies of monitoring, rehearsal, elaboration, critical and creative thinking regarding online and print content (“reading to learn”)
Fostering the effective use of tools and strategies for reading online: best use of search engines, choosing the right search words to locate information, to get the main idea, to skim and scan, learning how to evaluate information in searches (detect biases and attempts to influence opinions or consumption, to recognize fake-news)
Fostering writing and communication skills
Using digital devices to foster reading for pleasure
Use of digital devices as a medium for coding and programming, a “playground” for learning and developing a variety of creative digital-based skills.
None of this list
SECTION 4 Description of the practice (topic, theoretic background, age group, material, training method, etc.)
Describe the practice (Word limit: 500 words).
Why is this a good or a promising practice? (Word limit: 500 words).
Demonstrated impact (if any) (Word limit: 500 words).
SECTION 5 General Information
Website - Online source (if any)
Questions, suggestions, additional information
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