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La ricerca su “Abitudini e stili di vita dei ragazzi e delle ragazze a Palermo”, tenendo sullo sfondo il tema della povertà educativa, si è mossa sostenendo l’ipotesi che analizzando gli stili di consumo culturale e mediale, di fruizione del tempo libero, e altri indicatori specifici, sia possibile fornire una definizione più ampia e complessa di povertà educativa, come molta della più recente letteratura sull’argomento sta peraltro già sostenendo . Se, per esempio, definiamo la povertà educativa come «insieme complesso di fattori che generano il mancato o limitato accesso a istruzione e formazione nonché alle opportunità di apprendimento nel corso della vita, al pieno esercizio della cittadinanza e alla fruizione delle occasioni culturali» (Rossi Doria 2017, p. 49), è evidente l’aggancio con una visione di “policentrismo formativo” (Cesareo 1974) che sin dalla fine degli anni ’70 del secolo scorso metteva in discussione il sistema scuola-centrico sino ad allora dominante, affermando che «l’educazione non si può circoscrivere in uno solo o anche in più spazi, poiché al limite ogni “spazio sociale” possiede una propria valenza educativa» (p. 45). In una prospettiva di “comunità educante”, all’educazione formale si affiancano pertanto gli attori e i contesti dell’educazione non formale (l’associazionismo giovanile, i centri di aggregazione giovanile, ecc.) e informale (la famiglia, i media e la Rete, il gruppo dei pari, ecc.), tutti egualmente coinvolti nello sviluppo dell’individuo in un’ottica di educazione permanente. Parafrasando la definizione di Rossi Doria, la tesi qui sostenuta è che un «mancato o limitato accesso» ai media e alla Rete si traduce immediatamente in povertà educativa ovvero in mancato o limitato «esercizio di cittadinanza». Coerentemente con questa impostazione, nel corso della nostra ricerca abbiamo raccolto dati sui consumi mediali e sulle attività online dei ragazzi e delle ragazze di Palermo , con un focus sul digital parenting, ovvero sul ruolo dei genitori.

Il testo analizza i dati sulla povertà educativa a Palermo, suddividendoli per Circoscrizione e, quando possibile, per quartiere. Ne esce fuori un quadro complesso e variegato, che mostra come le differenze territoriali siano profondamente marcate. Il testo utilizza i dati rilevati tramite un questionario organizzato da un gruppo di ricerca che comprende l'autore; inoltre, al testo sono allegate diverse mappe tematiche che esemplificano visivamente le differenze territoriali. The text analyses the data on educational poverty in Palermo, subdividing them by Circoscrizioni and, when possible, by neighbourhood. The result is a complex and varied picture that shows how the territorial differences are profoundly marked. The text uses the data collected through a questionnaire organised by a research group that includes the author; moreover, several thematic maps are attached to the text and visually exemplify the territorial differences.

The growing availability of Open Data for educational purposes is playing a key role in shaping and influencing the development of the learning processes. At the same time, Open Data have a particular potential in the health sector so that the major healthcare organizations, universities, colleges, and medical schools are in the process of creating high quality 'Open' education & training resources and tools. However, in this growing world of open health resources for educational purposes, the task of finding the right material can become very difficult mainly when using a general purpose search engine like google. Thus, to overcome this problem and facilitate the search and learning activities in the health domain, we are in the process of building a system that collects open health datasets, applications and projects/initiatives and creates a single entry point to those resources so greatly facilitating the task of a teacher/student in finding what he/she is exactly looking for. In this paper we present the benefit of using Health Open Data for educational purposes together with the basics details of the system we are developing and one practical example of usage.

In this paper we present the results of a systematic review aimed at investigating what the literature reports on cyberbullying and cyberhate, whether and to what extent the connection between the two phenomena is made explicit, and whether it is possible to identify overlapping factors in the description of the phenomena. Specifically, for each of the 24 selected papers, we have identified the predictors of cyberbullying behaviors and the consequences of cyberbullying acts on the victims; the same analysis has been carried out with reference to cyberhate. Then, by comparing what emerged from the literature on cyberbullying with what emerged from the literature on cyberhate, we verify to what extent the two phenomena overlap in terms of predictors and consequences. Results show that the cyberhate issue related to adolescents is less investigated than cyberbullying, and most of the papers focusing on one of them do not refer to the other. Nevertheless, by comparing the predictors and outcomes of cyberbullying and cyberhate as reported in the literature, an overlap between the two concepts emerges, with reference to: the parent-child relationship to reduce the risk of cyber-aggression; the link between sexuality and cyber-attacks; the protective role of the families and of good quality friendship relationships; the impact of cyberbullying and cyberhate on adolescents' individuals' well-being and emotions; meaningful analogies between the coping strategies put in practice by victims of cyberbullying and cyberhate. We argue that the results of this review can stimulate a holistic approach for future studies on cyberbullying and cyberhate where the two phenomena are analyzed as two interlinked instances of cyber-aggression. Similarly, prevention and intervention programs on a responsible and safe use of social media should refer to both cyberbullying and cyberhate issues, as they share many predictors as well as consequences on adolescents' wellbeing, thus making it diminishing to afford them separately., Systematic Review Registration: http://www.crd.york.ac.uk/PROSPERO, identifier: CRD42021239461., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Fulantelli, Taibi, Scifo, Schwarze and Eimler.)