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This contribution focuses on one of the three components of the DESI Index (Digital Economy and Society Index), human capital, through the presentation of the CAVE-Communication and Visual Education in Home- schooling project, funded by the European Commission through the National Agency for the Erasmus+ Program to the primary school teachers. The article presents the preliminary evaluation results of the CAVE project related to the digital skills of teachers acquired during the 2022-2023 experimentation. This study makes it possible to frame the type and level of knowledge and skills of primary school teachers in 5 European countries involved in the project (Italy, Spain, Lithuania, Romania and Poland), trying to emphasize at what moment in the professional life of digital teaching it is more domesticated to achieve professional goals than the main six areas of integration outlined in the European framework DIGCOMPEDU (Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners and Facilitating Learners). In fact, this model represents one of the European Commission's main tools for investigating the human capital of educators at a European level, in a comparative key, in line with the criteria underlying the DESI INDEX, contextualised in the specific field of school. [ABSTRACT FROM AUTHOR]

The European Digital Agenda represented a priority of the Europe 2020 strategy for smart growth of the European Union, towards the objectives of Europe 2030. The article outlines the regulatory framework on the digital strategy in Europe and Italy, proposing a theoretical-methodological discussion on the evaluation of policies on digitalization. The national results are presented in relation to the DESI INDEX, the main European tool for the observation of socio-cultural changes resulting from investments in digitalization, in the pre and post COVID period, discussing on the current state of evaluation practice in the implementation of Digital Agenda in Italy. The policy cycle outlined by the EU 2021-2027 programming and by the Recovery Plan on the topic of digital transition leads to a discussion of the main challenges of the evaluation practice, evidence of the structural complexity of the policies on digitization, stressing the need for multifocal and pluralistic evaluative perspectives of programs. [ABSTRACT FROM AUTHOR]

The essay aims to reflect on the assessment of the informative quality of infographic communication at the time of COVID 19, presenting the results of a survey on transmedia storytelling during the emergency period (January-June 2020), realized in the within of the LM in Design, visual communication and multimedia of the Sapienza University of Rome. Data, like visual data, have implications in terms of perception and interpretation of reality, as well as on the social behaviour of individuals. Evaluating the quality of visual languages is, therefore, important to ensure correct communication information and provide the citizen with adequate cognitive tools for a critical interpretation of reality. The essay therefore intends to provide a photograph of the visual representation of COVID19, using storytelling as a key and recalling a reflection on the quality of visual information. [ABSTRACT FROM AUTHOR]

The essay reflects on the influence of family social capital, with reference to the development of digital skills in youth. Stemming from the results of a research carried out in the city of Rome by the Sapienza University of Rome, the aim of the essay is to analyze how family social capital activates processes of influence on the development of knowledge and communication skills of a group of preadolescents. Reflection on the ascribed social capital is followed by a focused analysis on the meso dimension of social capital, centered on the relationships within the family, core of educational dynamics and consumption habits. [ABSTRACT FROM AUTHOR]

In the current contexts in which the accountability purpose of the evaluation is emphasized, communicating the results of the evaluation research is a priority, so that all stakeholders can understand its processes and results. Also with regard to social accountability, the digitalization process opens up new scenarios for methods, tools and communicative languages able to optimize the communication opportunities provided by technologies. The paper aims to foster a first reflection on a issue that has not yet been adequately addressed, combining models of communicative languages based on Infographic and Data Visualization, already experimented in Information Design, and problematic aspects of evaluation. The paper, therefore, aims to be an opportunity to discuss about innovative ways of communicating the evaluation, investigating how they can contribute to spread a culture of evaluation and to legitimize it as a cognitive tool to improve practices and processes. [ABSTRACT FROM AUTHOR]