Nordic Journal of Digital Literacy (NJDL) is an open access scholarly journal. As such, it is freely available online, and published only in digital format. All articles are published under the following Creative Commons licence: CC BY-NC 4.0.
The journal is aimed at researchers, school authorities, school leaders in primary and secondary schools, teachers in primary and secondary education, at colleges and universities, and others concerned with education and ICT.
The journal contains peer reviewed articles, conference papers, debates and commentaries, software and book reviews. Through dissemination of national and international research, the journal contributes to the debate on education policy. The journal aims at creating a platform for the critical analysis of digital literacy and competence, and the use of ICT in educational context. Moreover the aim is to stimulate dialogue between different participants in the field. Upon reception, the editor evaluates all submissions. After editor screening, approved contributions are sent to at least two anonymous international reviewers.
Nordic Journal of Digital Literacy has a focus on articles that deal thematically with digital literacy and the use of ICT in educational settings. Papers can among others be targeted on the following themes: ICT use and innovation in education Theoretical, methodological and practical challenges around the use of ICT in education ICT in subjects (didactic context) Evaluation and development Learners' work and learners' ICT skills Teachers, teacher education and classroom management Lifelong learning
The publication is published quarterly by Universitetsforlaget (The Scandinavian University Press) in collaboration with The Norwegian Centre for ICT in Education. The journal is published in English.
As author, you retain copyright and publishing rights to your article without restrictions, whilst at the same time making the full text of your article freely available for others to read, download, copy, print, search in or link to. Publishing in this journal does not require payment of a processing or publishing charge.
Ola Berge, Senter for IKT i utdanningen
Ann-Therese Arstorp, Senter for IKT i utdanningen
Gréta Björk Guðmundsdóttir, Universitetet i Oslo
Ove Edvard Hatlevik, Senter for IKT i utdanningen
Marijana Kelentrić, Senter for IKT i utdanningen
Massimo Loi, Senter for IKT i utdanningen
Morten Søby, Senter for IKT i utdanningen
Karoline Tømte, Senter for IKT i utdanningen
Claire Bélisle, University of Lyon, France
Alain Breuleux, McGill University, Canada
Kirsten Drotner, University of Southern Denmark, Denmark
Ola Erstad, University of Oslo, Norway
Keri Facer, Futurelab, England
Annita Fjuk, Telenor R&I, Norway
Patrik Hernwall, University of Tromsø, Norway
Michael Hoechsmann, Lakehead University, Canada
Solveig Jakobsdottir, University of Iceland, Iceland
Michele Knobel, Montclair State University, USA
Colin Lankshear, James Cook University, Australia
Sanne Järvelä, University of Oulu, Finland
Nancy Law, University of Hong Kong
Angela McFarlane, University of Bristol, UK
Roger Säljö, Göteborg University, Sweden
Marlene Scardamalia, University of Toronto, Canada
Birgitte Holm Sørensen, The Danish University of Education, Denmark
Barbara Wasson, University of Bergen, Norway
Patricia Wastiau, European Schoolnet, Belgium
Senter for IKT i utdanningen
Postboks 1313, Vika