Learning and Teaching Critical Skills: An Introduction to the Common Framework of Reference for Intercultural Digital Literacies

This contribution aims to present the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL), a data-driven research output (Sindoni, 2019) from a three-year European project, “EUMADE4LL: European Multimodal and Digital Education for Language Learning” (https://www.eumade4ll.eu/) that adapts and expands the Common European Framework of Reference for Languages (CEFR, 2001), the Digital Competence Framework for Citizens (DigComp 2.0, 2016) and the Autobiography of Intercultural Encounters (AIE, 2009). CFRIDiL is a comprehensive set of guidelines to systematically describe levels of proficiency for students using English as the language of international communication (Jenkins, 2007) for the production and critical understanding of digital texts and scenarios. If the CERF descriptors illustrate language skills, the DigComp 2.0 descriptors deal with digital skills and AIE describes intercultural competence, the CFRIDiL descriptors feature a more comprehensive multimodal, sociosemiotic and critical approach by considering the semiotic resources that can be afforded in digital environments in relation to their meaning-making potential for successful communication in international and socio-culturally diverse contexts. What is suggested is that all the abilities described in the dimensions/descriptors of CFRIDiL, including the transversal skills, can and should constitute learning objectives in modern curricula since they aim to enhance critical thinking and develop autonomous agency in learners. In addition, teachers could be better equipped to deal with the implications of technological developments for education and, at the same time, cope with disparities in participation and learning outcomes, social exclusion and discrimination.