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Digital Literacy, Employability and Placements

|Lloyd-Evans, S. | Mitchell, D. | Musson , S. |. Digital Literacy, Employability and Placements . in the School of Archaeology, Geography and Environmental Sciences. Background.

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Digital Literacy, Employability and Placements

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  1. |Lloyd-Evans, S. | Mitchell, D. | Musson, S. | Digital Literacy, Employability and Placements in the School of Archaeology, Geography and Environmental Sciences

  2. Background • Digital literacy: defined as the ability to use and understand information that is communicated through digital technology. • To understand whether students are readily prepared to deal with the evolving technological world of work and how the University might further support students in becoming digital • To start with, we conducted a review of current University practice and interviewed 12 staff in SAGES and the University

  3. What do staff say? • Newer forms of Digital Literacy are important and should be used • We need to maximise the potential of Social Media across campus • Improve online training and capture experiences of the UoR Alumni

  4. Focus Groups • “The University has not covered online safety at all” • “Social media is becoming a personal professional platform and where the line is drawn between the two is constantly fluctuating” • Students felt a need for more training on LinkedIn • Shocked that employers search social media and have the right to request login details

  5. Where students look for jobs:

  6. Results - Geography • 84% would like to be taught how to use LinkedIn for professional purposes • 89% would not be comfortable with an employer checking their social media profiles • 94% would like to see more interaction with social media in lectures, seminars and in and around departments • 96% say they have never received training on how to use Digital Literacy, including Social Media, for a professional purpose

  7. Results - Environmental Sciences • 100% say they have never received training on how to use Digital Literacy, including Social Media, for a professional purpose • 92% would not be very confident if their social media profiles were checked and would like to know what companies are looking for • 100% would like to see more interaction with social media in lectures, seminars and in and around departments

  8. Results - Archaeology • 94% say they have never received training on how to use digital literacy, including social media, for a professional purpose • 68% want more departmental interaction with social media • 61% say digital skills are as important as literacy and numeracy skills

  9. Results - Overall • 100% of participants use Facebook • 96% say they have never received training on how to use digital literacy, including social media, for a professional purpose • 75% would like to be taught how to use LinkedIn for professional purposes, 59% for Twitter and 50% for blog • 74% believe that digital skills are as important literacy and numeracy skills

  10. What’s next? • Immediately • Before the next academic year • Next year & onwards

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