1/2024
Editors of issue 1/2024: Petra Vaňková and Tomáš Jeřábek
The theme of this issue is the role of the teacher in the development of digital competences at all levels of education (from pre-primary to tertiary). A theme that has resonated in recent years in school practice and across all educational institutions and disciplines is the development of digital literacy in pupils and students. This is also due to the fact that a new key competence, digital competence, is being introduced into curriculum documents. For teachers of any subject or field and level of education, this brings the possibility and need for changes in teaching and preparation, monitoring technological trends, and may cause changes in the content of education itself. All of this is linked to the need for teacher support at different levels (from school to state).
The key figure for this challenge is therefore the teacher, or future teacher, and his/her teaching in the context of developing digital literacy in pupils and students. Authors are thus expected to contribute mainly in the following areas:
If you are interested in publishing your article, please send an abstract and keywords to the journal's address: gramotnost@pedf.cuni.cz by 31 January 2024.
The complete paper will need to be submitted by 31 March 2024, and the review process will take place during April 2023.
The Literacy, Preliteracy and Education Journal is a peer-reviewed journal which specializes in the field of literacy and education in their broadest terms. Its goal is to mediate new knowledge in the field and thus to provide impulses that will stimulate further development of the field, and to strengthen the link between research and praxis. The Journal deals with reading, mathematical, informational and science literacy and pre-literacy and with related topics. It also serves as a basis for the development of educational psychology, primary pedagogy and departmental didactics, and special and social pedagogy as research subjects.
The Journal is built on the expertise of research teams based in the Charles University Faculty of Education and collaborating experts from other institutions which have worked on our international research and application projects in the field (GAČR Reading Comprehension – a Typical Development and Its Risks, GAUK Development Variability of the Early Reading Literacy Development of Children with a Risk of the Emergence of a Learning Disability, 7 RP Enhancing Literacy Development in European Languages, ESF Development of Reading Skills in Inclusive Education; European Literacy Policy Network etc.). All of the researchers collaborating on this journal – both Czech and international – are keen on establishing connections, collaboration and participation on the development of the area through research and its application.
The Journal publishes primary, previously unpublished, theoretical, methodological and overview papers that deal with both currently running and finished research studies, reviews of specialist literature, analytical reports on research activities in the field and discussion papers. For further information about submissions and guidelines click here
The Journal is published three times a year (in April, August and December); the two main languages of the journal are Czech and Slovak. One English-language issue of the Journal is published each year.
Evidence periodického tisku: MK ČR E 22524
ISSN 2533-7882 (Print)
ISSN 2533-7890 (On-line)
