Technology for All: Podcasting - an Innovative Pedagogical Approach to Enhancing Global and Digital Literacy in the Era of Digital Divide

• In Event: Addressing the digital divide through new interventions and programs

Proposal

Rationale
In an increasingly interconnected world, global and digital literacy have emerged as essential competencies for 21st-century learners. However, the digital divide remains a significant barrier to achieving equitable access to education and technology worldwide. This comparative study explores the potential of podcasting as an innovative pedagogical tool to enhance global and digital literacy among college students in the United States, United Kingdom, and South Korea. The Conversations4Citizenship podcast series, which features interviews with students, educators and practitioners, serves as the focal point of this investigation. The purpose of the study is to assess whether this form of organic digital education can effectively address the disparities in global and digital literacy among citizenship education teachers and their students.

Theoretical Framework
The study draws upon the theoretical frameworks of global literacy (Guo, 2014) and digital capital (Ragnedda, Ruiu & Addeo, 2020). Global literacy encompasses understanding world issues, intercultural competence, pedagogical ability to foster multiple perspectives, and commitment to global citizenship (Guo, 2014). Digital capital includes the material, technological, social, and critical dimensions necessary for effective participation in the digital world (Ragnedda, Ruiu & Addeo, 2020).

Methods
A comparative case study methodology will be employed to analyze the effectiveness of the Conversations4Citizenship podcast in three different contexts: the United States, United Kingdom, and South Korea. Data is being collected through digital capital scale, interviews, podcast metrics, social media feedback, and reflective notes from the podcast production team. The intention of the research is to compare the impact of the Conversations4Citizenship podcast on students' global and digital literacy across three contexts. The study is also utilizing practitioner-based enquiry (Lofthouse, 2014), where the researchers, who were also the podcast producers, engaged in a continuous cycle of planning, implementing, and reviewing their practice through the podcast episodes, production notes, digital metrics, and listener feedback. Collaborative reflection sessions are currently being conducted to analyze the data and refine the podcast's implementation.


Findings
The initial findings indicate that podcasting can significantly enhance global and digital literacy among students and educators. The geographical reach of internet-based production tools allows for a diverse range of guest interviewees, contributing to the richness of the content. Launched in 2022, the podcast service has garnered subscribers in 67 countries by 2024. Notably, there is a substantial subscriber base in the Global South, a region traditionally marginalized in global education. The preliminary interview reports of listeners from the Global South indicate that the podcast plays a crucial role in providing accessible, up-to-date information and research on global citizenship education. The multimodal nature of the podcast, supplemented with transcripts and additional resources, can further facilitate learning. However, challenges such as limited engagement with social media channels and difficulties in attracting the intended target audience are also being identified. Additionally, challenges have been identified in attracting the intended target audience of citizenship education and generating listener engagement through social media channels. The study highlights the need for strategies to integrate the podcast into formal education programs and improve feedback mechanisms. Sustainable funding models for educational podcasts operating outside institutional structures also require further exploration.

Conclusion
This research contributes to the growing body of literature on the role of podcasting in promoting global and digital literacy. It underscores the potential of innovative digital pedagogies to bridge the digital divide and equip learners with essential 21st-century competencies. It offers a low-cost, accessible means of professional development that can reach a global audience. However, the study highlights the need for targeted strategies to engage the intended audience and secure sustainable funding for podcast production. The findings underscore the potential of podcasting to bridge the digital divide and promote equitable education in the digital age.

Keywords: digital literacy, global literacy, digital divide, podcasting, global (citizenship) education

Authors

• Adam Peter P Lang, UCL Institute of Education

• Stella Micheong Cheong, Yonsei University

• Kamille Beye, University College London, Institute of Education