Over the last two decades, advances in information and communication technologies (ICTs) have contributed to the ideological construct of an emerging "knowledge society"--one which places a high value on knowledge and education and promises a better future for humanity. However, the severe economic--and by extension, social and political--crisis that occurred at the end of 2008, which brought about rising unemployment and threatened social welfare, has changed the view of an ever-prospering society riding the ICT/knowledge wave, forcing it to face a sudden reality check, and to reconsider individualism and its consequences, cynicism and greed. In these circumstances, it is likely that people will attempt to rediscover their values and visions and to redefine their hope for the future. As has occurred at other, similar historical junctures, the years that follow such a reexamination could usher in a period of radical economical and societal transformations. It is within this context--the universal desire to reinstate and reposition our hope for a better future, and hence to promote a transformative vision of education--that the aims and themes of this book lie. Digital technology and digital media are inevitably and inextricably part of our future, a future which is literally defined by the way we educate our children. As such, the aim to provide digital literacy for all depends upon the re-construction of the school. This book contains: (1) Digital Literacies: Definitions, Concepts and Educational Implications (Melpomeni Tsitouridou and Konstantinos Vryzas); (2) Digital Literacy and the Dark Side of Information: Enlightening the Paradox (David Bawden and Lyn Robinson); (3) Digital Literacy as a Category of Media Competence and Literacy--An Analytical Approach of Concepts and Conditions for Supporting Media Competence at School (Alivisos Sofos); (4) Digital Literacies and Schooling--Knowledge Practices in Transition (Ola Erstad); (5) Web 2.0 and the Digital Divide: What Can Facebook and YouTube Contribute? (Joe Cullen); (6) Real Purpose, Real Audience and Real Value: Researching Contributions of Digital Literacy to Learning (Don Passey); (7) Digital Literacies: Different Cultures, Different Definitions (Ellen J. Helsper); (8) Changing the Policy Paradigm for the Promotion of Digital and Media Literacy--The European Challenge (Laura Cervi and Jose Manuel Perez Tornero); (9) An Alternative Perspective on Curriculum Planning (Georgios Grollios); (10) "Digital Literacy" or "Digital Literacy for Critical Consciousness"! (Anastassios Liambas and Ioannis Kaskaris); (11) Digital Literacy Research in the School Environment--Towards the Assessment of Media and Digital Literacy (Tapio Varis); (12) What Futures for Digital Literacy in the 21st Century? (Keri Facer); and (13) Re-imagining the School as a "Loose Space" for Digital Technology Use (Neil Selwyn).