Laso-MACOMM-VID-2022.pdfINNOVATION FOR SOCIETAL DEVELOPMENTAND SUSTAINABILITYIN INTERCULTURAL COMMUNICATION: DIGITAL LITERACY ANDTHE NATIONAL READING CAMPAIGN
Creators: name: Alvarez Laso, María De Los Ángeles
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 350705
subject: Innovation management

description: This study attempts to describe the history of how the Norwegian language policy in the Nordic Council and The European Global Language Policy at the European Commission are implemented in The National Library Strategy 2020-2023 in Norway and its relevance across Intercultural Communication. Innovation for a democratic language technology infrastructure aims to participate in quality education for Literacy, prioritizing universal design development for children's inclusion in social development and a sustainable future. The research field is based on hermeneutics, epistemology, ethics, and methodology, which are the main foundations for universal design. (Areskoug Josefsson, Haarr, K. H., Eriksen, S. S., &amp; Brossard Børhaug, F. 2022) Norway holds the chairmanship of the Nordic Council of Ministers in 20221 and the Network for Nordic Language Committees chairmanship.2 In this connection, the focus on challenges concerning minority children's inclusion in schools, libraries, and intercultural language centers3, and how the development and use of language technology can contribute to supporting the Nordic countries' language policies and digital plans is a priority. (Regjeringen; sprakteknologi og de nordiske sprakene, 2022) The National Library, through the Council of Language in Norway, has initiated a discussion based on the debate between digital transition and language policies: "In today's language technology landscape, school children and teachers experience that software and writing support offered by the major international technology giants in the school does not reflect the official spelling of the local languages. Today, including adopted spelling standards in internationally advanced writing tools is impossible. The language norms the big technology giants convey thus appear as competitors to the official spelling. The companies also do not allow locally developed language technology for small languages (e.g., Greenlandic, Sami, Norwegian, Nynorsk) to be offered as a local adaptation to the children and young people who receive their education in these languages". (Wetås. Å, Språkrådet 4.04.2022). 1 NORDEN 2 NORDICS 3 Nordic Network for Intercultural Communication (NIC) and Centre for Intercultural Communication (SIK) 10 The National Library in Oslo ( NL, 25.08.2022) has a leading role in finding a common bridge of understanding for intercultural communication (Dahl, Øyvind, 2013) within the digital transformation and the social language ecosystem. (Løvaas. 2022 &amp; OECD 2021 &amp; OECD 2022: STIP &amp; DESI 2022), for the Minister of Education's digitization plan and The New Digital Education European Plan (2021-2027). Therefore, the debate on inclusive language experience and digital literacies for quality education is a priority in this research. From one side of the bridge, I am comparing the National Reading Strategy in Norway (National strategy for libraries 2020–2023) with the EU's digital strategy and Digital Citizenship Education on MIL Governance, and on the other side, the National language policy (Språkrådet) with the Global Language policy (ECML). The comparative policy analysis aims to describe and discuss both policies' historical paths and how the National Reading Strategy builds an understanding of the digital ecosystem. This research focuses on one main key issue: Inclusion as part of Lifelong Learning Sustainable Literacy and Intercultural Communication for primary school children during the summer reading campaign in Norway. and four key complementary issues related to Media and Information Literacy governance (MIL) about 1. Innovation, 2. Language 3 Intercultural Communication 4. NL Strategy on Sommerles "Innovation for Language Intercultural Communication Strategy with Sommerles (MIL-ILIS). The first key issue is technology innovation, which works for people and adds value to their daily lives. (Den Nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora, 2022). The second key issue is a fair and competitive digital economy with a frictionless single market that needs local language technology. The third is intercultural communication, which is an open, democratic, and sustainable ecosystem with plural choices in both Literacy and language. (EU Joint Research Center: Strategic Plan 2020-2024). Fourth, the National Reading Campaign: Sommerles is a public procurement firm with onsite and online accessibility. The theoretical framework is based on Intercultural communication, VaKE Ethical and Epistemological approach (Brossard Børhaug, F., &amp; Weyringer, S., 2019). and methodological framework WPR (What is the problem represented to be?), which is based on Policy Analysis 11 (Sutton, Clowes, M., Preston, L., &amp; Booth, A. 2019 &amp; Bletsas and C. Beasley (Eds.) 2012 &amp; Anselmo R. Paolone, 2012). and the Hermeneutical approach. (TUM School Rolf Moeck, 2022 &amp; Dawson, 2019).78, Gadamer, H. G. (1989). This debate about the digital literacy gap calls for Strengthening Local, International, and Global Innovation Ecosystems in Language Education4 (Renouard, Cécile., Beau, Rémi., Goupil Christophe Koenig, Christian, 2020 &amp; Digdir Modell, 2022)5. Norway is in a democratic process of documenting its literacy heritage for the Sustainable Development Goals for Quality Education in Literacy. Norway has not reported literacy metrics on the SDG Global Index for the last two years. It does not mean that it does not have it. Developing a Universal and User Experience inclusive design takes time, dialogue, analysis, and discussion. The Compendium Cultural policy system and a Main key issue based on Media and Information Literacy and four key issues (ILIS) will be a basis for inquiry and reflection and the Global Policy Compass on comparative European Policy Analysis. The purpose of this research is to describe how The National digital online and onsite campaign called "Sommerles' 'connects the bridge of understanding related to Literacy for local organizations such as primary schools, libraries, cultural centers, Universities, and global Organizations in digital ecosystems. Since 2012, the Sommerles Campaign has developed a digital transition. Nowadays, primary school children in Norway can be free to join the onsite and online reading experience wherever they are in the world during summer. This research has focused on two questions: How are discursive and social practices related to The Norwegian and EU Global language policy developing intercultural communication, language Literacy, and social inclusion for children at the primary school level? How are both policies related to the National Library Strategy in Norway and support the digital reading campaign Sommerles for Quality Education and Literacy in SDG #4, 4.6 indexes? 4 https://campus-transition.org/en/the-great-transition-handbook/an-innovative-pedagogy 5 https://www.digdir.no/digital-samhandling/felles-okosystem/2395#modell 12 Sommerles is a national digital reading campaign developed by Snuti, Vestfold, and Telemark county library in 2012. It is organized in collaboration with The National Library, Deichman, and inland county libraries. Sommerles has become an opportunity for inclusion for many children using narrative and game field approaches. (Livingstone, Sonia; Mascheroni, Giovanna &amp; Staksrud, Elisabeth, 2018) It is free for primary school children in Norway from first to seventh grade. This means that primary school children in Norwegian schools worldwide can freely join a network of librarians for eighty-four weeks during their primary school studies. This open source can help the child to improve their language competency in the official languages taught in Norway. Through a post-structural policy analysis based on Becchi and Goodwin's WPR approach, the task has facilitated these practices and their importance in language policy development in Norway within Europe (ECML). Literacy as co-design among cultural and research centers is possible in an intercultural digital habitat, where children's expert teams from different intercultural backgrounds can be included. This study attempts to explain how the Norwegian and European Language Policy is implemented in the National Library Strategy 2020-2023 and explain the importance of intercultural communication and pluriliteracy for a democratic infrastructure needed for collaboration and competence development in public and private quality education to improve digital literacy and children inclusion for a sustainable future.