Learning Literacies in a Digital Age (LLiDA)

1. Learning Literacies in a Digital Age (LLiDA) Helen Beetham Lou McGill Allison Littlejohn Small-scale JISC study Final report May 09

2. Scope and definitions By ‘digital literacies’ we mean the range of practices that underpin effective learning in a digital age We use the term ‘effective learning’ as characteristic of ‘skilled, digitally aware learners with the capacity to participate in learning using technologies of their own choosing’. We use the term ‘digital age’ as a shorthand for technical, social, economic, cultural and educational contexts in which digital forms of information and communication predominate

3. Three-pronged approach Review available evidence Current research into literacies Conceptual and competency frameworks relevant to UK HE and FE The changing context and requirements for learning and literacy Investigate current provision in UK HE and FE institutions Institutional audits Best practice exemplars Present conclusions Expert advisory group (institutional auditors, stakeholders)

4. Research review

5. Likely futures: educating graduates for... economic uncertainty + high competition for employment in the global knowledge economy alternative, contract-based and self-employment rise of inter-disciplinarity and multi-disciplinary work teams a networked society and communities + multi-cultural working and living environments blurring boundaries of real and virtual, public and private, work and leisure increasingly ubiquitous and embedded digital technologies + increasing ubiquity, availability and reusability of digital knowledge distribution of cognitive work into (human + non-human) networks of expertise

6. '21st century graduate skills'...? Exercise multiple modes of meaning-making Contribute to knowledge and understanding in hybrid networks Exercise judgement and expertise, bring knowledge to bear Social entrepreneurialism – understand, act strategically in, and innovate social systems Collaborate across national & cultural boundaries, using a variety of technologies and media Develop and project identities, manage reputation Reflect, plan, seek support, learn from situations and from others Manage career path, learning path and professional development; manage work/life balance, as technologies erode boundaries Act safely, ethically and responsibly in environments where public and private are being redefined Assess and address threats to health and to the environment

7. Challenges facing learners Learners consistently over-estimate their own information skills Many also lack general academic critical and inquiry skills Most learners are still strongly led by tutors and course practices: tutor skills and confidence with ICT are critical Most learners use only basic functionality, unwilling to explore or creatively appropriate technologies to suit their own needs Separate 'skills' provision can be demotivating: support needs to be situated, integrated, relevant Learners do not readily transfer ICT practices from personal or social contexts to study or work Potential clash of academic/internet knowledge cultures, e.g. around plagiarism, criticality, and originality

8. Competence frameworks

9. academic literacies Competence frameworks slow change, cultural and institutional inhibitors rapid change, economic and techno-social drivers information and media literacies ICT literacies critical thinking problem solving reflection academic writing note-taking concept mapping time management analysis, synthesis evaluation creativity, innovation self-directed learning collaborative learning ICT skills web skills social networking using CMC using TELE using digital devices word processing using databases analysis tools assistive tech personalisation … searching and retrieving analysing, interpreting critiquing evaluating managing resources navigating info spaces content creation editing, repurposing enriching resources referencing sharing content

10. academic literacies Competence frameworks engaging with academic tasks engaging with digital tools engaging with academic knowledge/ content information and media literacies ICT literacies

11. Findings about current provision

12. Current provision: services Support in silos: library, learning development, ICT, WP... Information literacy well supported but: media literacy, e.g. critical reading, creative production communicating and sharing ideas use of innovative environments to explore ideas Central service provision personal and developmental but rarely reaches learners engaged in authentic tasks Little acknowledgment or support for use of ICT for study 'Employability' poorly articulated: careers staff hard to reach

13. Current provision: curriculum Curriculum provision tends to be one-off and cohort-based Academic staff perceive students as more digitally capable than is the case: tutor skills are critical to learners' development Students often dissatisfied with feedback and assessment: rarely used as opportunities to further reflection and learning literacy Great diversity in literacies considered during design and validation Three modes of integrating literacies: Institution-wide programme, usually portfolio-based Skills modules or sessions alongside 'subject' teaching Fully integrated into modules and/or programmes of study Most examples from vocational and professional courses... (but) … deeply embedded examples perhaps not visible to our study

14. Current provision: peer support Social software widely used for informal sharing and more formal peer support Study buddy and student mentor initiatives rarely address digital literacies directly, but have scope to do so Student help-desks commonly support learners' use of digital devices and networks Much peer support takes place under the academic radar (but) Academic staff can help by: being explicit about what kinds of collaboration are appropriate establishing peer review processes setting group assignments arguing for access to social media in college

15. Recommendations

16. A wishful future... Learning, living and working are understood to take place in a digital society: there is no separate space of learning which is 'digital' Learners are blending their own personal and shared learning environments There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse needs and preferences for study Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners The focus is on what formal post-compulsory education can uniquely provide: e.g. self-direction, self-awareness, depth of attention, a critical stance, apprenticeship in particular practices including knowledge practices, creativity and innovation, social entrepreneurialism...

17. Current provision: challenges for institutions Work across curriculum / services boundaries to integrate provision Respond to the need for new kinds of capability: recognise and represent graduate capabilities in new ways Articulate vision for '21st century graduate skills' and embed ambition for students to thrive in C21st across the curriculum Prepare themselves and their students for an uncertain future Develop institution-wide approach to assessing and progressing learners' capabilities Foster digital talent and innovation, wherever found (staff/students)

18. Institutions will need to: Reassess the capacities that are taught for, supported and assessed: Reassess how these capacities are supported Peer learning, informal learning, 360 degree support and review Authentic contexts for practice, including digitally-mediated contexts Individual scaffolding and support Making explicit community practices of knowledge and meaning-making Anticipating and helping learners manage conflict between practice contexts Recognising and helping learners integrate practices Interdisciplinarity? Cross-contextual learning? Learner-generated contexts? Reassess and reassert how these capacities are valued Transparency over processes and values Recognition and reward (staff and student, cultural and financial) Digital scholarship needs to saturate learning and teaching practice

19. http://www.academy.gcal.ac.uk/llida/

20. literacies relatively stable aspects of the person attributes strategies skills access changeable and context-related aspects of the person

21. a foundational knowledge or capability, such as reading, writing or numeracy, on which more specific skills depend a cultural entitlement – a practice without which a learner is impoverished in relation to culturally valued knowledge Ensuring all learners have functional access to core technologies, services and devices; developing core literacies; building capacity to learn across the lifecourse. attributes strategies entitlementequality of access skills access literacy as common entitlement

22. communication – expressing how an individual relates to culturally significant communications in a variety of media the need for practice – acquired through continued development and refinement in different contexts, rather than once-and-for-all mastery a socially and culturally situated practice – often highly dependent on the context in which it is carried out self-transformation - literacies (and their lack) have a lifelong, lifewide impact an ongoing process which is never completed Enabling learners to access and integrate own technologies, services, and learning communities; supporting the development of socio-technical practices; supporting achievement of personal goals and learning journeys. attributes enhancementexpression of difference strategies skills access literacies as difference