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#tagcoding and #tag2wiki are digital skills which are supported by legacy platforms: social media and wiki-farms. In the #tagcoding handbook (link is in the concept design and documentation section) it is explained how both #tagcoding and #tag2wiki offer advanced digitalization opportunities, not just in English, French, Spanish, Russian, Chinese, Arabic, Japanese and German but in all written languages in which children are educated. 

I now proceed with explaining how something as simple as #tagcoding and #tag2wiki, in the hands of interested teachers...

• can support to strengthen the learners' personal digital literacy and their use of advanced digitalization opportunities?

By the end of basic education, children and youth can use search to find all kinds of information. But the online information that they can discover has less structure than would be instructive .. because nobody seems to care. That is, until the adults will actively promote and contribute to some more structure of the "instructive internet". #tagcoding and #tag2wiki provides a collaborative framework for doing that. In essence this framework is rooted in work of the United Nations: the SDGs, and classifications (ISIC, COFOG and CPC) that describe the universe of discourse within which any kind of curiosity can be responded to, learning paths can be contextualised, and everyones voice counts.

• can support learners' skills in co-creative, collaborative work, especially for girls whose strengths are in social skills?

We, as teachers and adults, should demonstrate how social media and content platform can be used in a truly social, instructive and collaborative way, with content open, where myriad debates can exist, be scrutinized; be contributed to respectfully, etc. The #tagcoding systematics is supportive for an interdependent and civilized community (as explained in the #tagcodinghandbook chapter 1.2)

• How can digital solutions support the design and implementation of learners' own learning processes, learning pathways and learning environments, and assess their effectiveness?

(Only) during my university teaching pathways I got acquainted with the so-called regulative cycle, a problem-based learning approach which can be applied from the personal to the societal level (as explained at the social architecture page of the Actor Atlas). The knowledge and skills for each phase in a regulative cycle can be taught "on their own", yet ..    

• How do the above reinforce the ability and experience of learners, especially girls?

.. it is in its "end-to-end" application that a problem-based learning will empower the practitioner.  The "civic participation" skill levels  matter here.

My experience is that both female and male youth engage with such learning.

#tagcoding and #tag2wiki are mere ways to structure the overall "scholarly and vocational" learning environment (in any language), and to support innumerable "regulative cycles" in which anyone can engage at her or his skill level: as a curious child, as a teacher, or as a  decision maker, as an humble observer, or a change maker. The transparency created via the #tagcoding and #tag2wiki contribute both to trust and a humbling awareness of the self in the whole.

Teody Trivilegio, Gérard Chenais

https://leanpub.com/tagpedia (English) https://leanpub.com/tagpedia_fr (French)

http://www.actor-atlas.info/

https://www.youtube.com/watch?v=y8zp1DO73YQ

not applicable