1 / 41

Welcome

Welcome. Before the sessions starts, please go to Tools > Audio > Audio set up wizard to check your connection. Developing digital literacies review, reportback and prospects. Helen Beetham, Consultant JISC Developing Digital Literacies programme 30 August 2013. Questions for today.

laddie
Download Presentation

Welcome

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Before the sessions starts, please go to Tools > Audio > Audio set up wizard to check your connection

  2. Developing digital literaciesreview, reportback and prospects Helen Beetham, Consultant JISC Developing Digital Literacies programme 30 August 2013

  3. Questions for today • What has ‘digital literacy’ come to mean? • How is the digital literacy agenda changing cultures and practices (in UK universities and colleges)? • What can we still do with ‘digital literacy’ as an idea and as a long-term project?

  4. Developing Digital Literacies programme A two-year programme (2011-13) promoting and exploring coherent, inclusive and holistic institutional strategies and approaches for developing digital literacies in UK further and higher educationUniversity of Greenwich University of the Arts London University of Exeter Coleg Llandrillo University of Plymouth University of Reading University of Bath University College London Oxford Brookes University Cardiff University Worcester College Institute of EducationPlus ten sector bodies: ALDinHE, ALT, AUA, HEDG, ODHE, SCAP, SCONUL, SDF, SEDA, Vitae bit.ly/pHxQnS #jiscdiglit

  5. What has ‘digital literacy’ come to mean? Learning Literacies for aDigital Age Communications Act (OfCom) ‘media literacy’ Developing Digital Literacy SCONUL ‘7 pillars’ info literacy ECDL ‘Networked Nation’ Netiquette DigEULit

  6. What has ‘digital literacy’ come to mean? focus on access and skills institutional / business systems passed on from specialists to students computers as distinct objects of knowledge formally acquired, testable, standardised • focus on practices and identities • devices, apps and services in the hands of learners • students developing hybrid practices of their own • data, communications, techno-social practices (device-neutral) • often informally acquired, emergent, differentiated, personal, piecemeal, reactive, adaptive...

  7. What has ‘digital literacy’ come to mean? • what parallel (educational, digital) agendashave emerged over the same time frame?

  8. What has ‘digital literacy’ come to mean?

  9. What has ‘digital literacy’ come to mean? ‘understanding of computer characteristics, capabilities and applications, as well as an ability to implement this knowledge in the skillful and productive use of computer applications’ 1987 • functional access to hardware and software, networks and data • acquired through training and practice • requires regular extending and updating • can be standardised and tested • an entitlement: 'one size (is available to) all'

  10. What has ‘digital literacy’ come to mean?

  11. What has ‘digital literacy’ come to mean? ‘the practices that underpin effectivelearning and scholarship in a digital age’ 2009 • in the context of academic disciplines (differentiated) • an aspect of emerging identity • require a confident but also a critical attitude to ICT • creative/productive as well as critical/assimilative • both formal and informal (and blur these boundaries) • emerge in meaningful activities

  12. Developing digital literacies: a model Identity development Situated practices Skills development Functional access 'I am...' 'I do...' 'I can...' 'I have...' specialised enhancement general entitlement Beetham and Sharpe 2010

  13. Digital literacy: the elements

  14. Digital literacy: the turbulence academic and professional learning digital know-how

  15. What has ‘digital literacy’ come to mean? • in what ways is ‘digital literacy’ a mainstream agenda for your institution? • in what ways is it a turbulent agenda?

  16. What has ‘digital literacy’ achieved as an agenda?

  17. What has ‘digital literacy’ achieved as an agenda? Ensured digital issues are on the agendain many locations and in new partnerships studentunion learning development careers SMT accessibility library RKT e-learning estates staff / ed development marketing IT dept curriculum teams

  18. Where is ‘digital literacy’ located in your institution? vote • library • ICT/e-learning team • distributed across several areas, well connected • specialist digital literacy project or initiative • nobody knows

  19. What is your institution doing... ... to ensure digital literacy is on the agendain many locations? ... to develop partnerships and join up thinking?

  20. What has ‘digital literacy’ achieved as an agenda? New graduate attributes / aspirations a digitally literate learner is flexibleand reflective, confident andcapable of selecting appropriate tools and software for effectivescholarship and research (L’pool) a confident, agile adopter of a range of technologies for personal,academic and professional use (Oxford Brookes University) confident users of advanced technologies... exploiting the rich sources of connectivity digital working allows(Wolverhampton University) to be effective global citizens and interact in a networked society (Leeds Metropolitan University)

  21. What is your institution doing? New graduate attributes / aspirations Does your university/college make any statements about how students will develop their digital capabilities, confidence, identity?

  22. What has ‘digital literacy’ achieved as an agenda? Focus on technologies in the hands of learners • We have shown that personal devices/services can be used effectively for educational ends (including in FE settings) • ... but this requires infrastructure, know-how, clear policies, structured activities, model behaviours and more.

  23. ‘Bring your own device’?? • .Our evidence is there is some way to go in terms of infrastructure (e.g. device-neutral data environment, robust networks) • And even further to go in terms of culture: • communicating with staff/students about effective digital practice • measures to minimise disadvantage • curriculum change • valuing and rewarding digital know-howin courses, departments, services • Where is your institution up to?

  24. What has ‘digital literacy’ achieved as an agenda? Digital identity work • Outside of the curriculum: employability, digital CV/portfolio building, use of social media, embedded into co-curricular awards • In the curriculum: progressing towards making aspects of learning more public, exploring professional identity • For staff: digital and open scholarship, managing scholarly reputation • For institutions: staff/student work and course materials as branding? • Digital identity has been the best ‘hook’ for engaging individuals!

  25. What has ‘digital literacy’ achieved as an agenda? Digital identity work

  26. What is your institution doing.. ... to recognise digital identity and reputation as key assets for students? ... to develop its own digital identity and brand (in collaboration with staff and students)?

  27. What has ‘digital literacy’ achieved as an agenda? Understanding how students develop digital know-how

  28. What has ‘digital literacy’ achieved as an agenda? Understanding how students develop digital know-how • Students’ digital practices are contextualised in programmes of study: tutors and peers are important models and guidesThey are hybrid: institutional/personal, formal/informal, public/private • Induction and structured progression for complex systems that support specialised (academic/professional) activities e.g. data analysis, reference management, institutional systems, design, GIS... • Generic apps, services etc readily adopted but students need clear guidance on what is available, supported, recommended, allowed • Opportunities for peer support e.g. groupwork, mentoring, student-authored resources (videos, animations, apps etc)

  29. What is your institution doing... ... to support the ways students develop?

  30. What has ‘digital literacy’ achieved as an agenda? Students as change agents

  31. What has ‘digital literacy’ achieved as an agenda? Students as change agents • From aspiration to core activity, national network • Variety of student roles emerging: researchers, ambassadors, designers/developers, representatives and champions • Personal development - digital, organisational, personal and entrepreneurial skillsBetter solutions to problems thanks to direct user involvementMore agile, innovative approach (‘university solutions are not cool’) • No stake in status quo: able to ask questions and push for answersCost effective: high commitment and output • Academic/professional expertise plus students’ digital know-how

  32. What is your institution doing... ... to support students as change agents in learning/teaching? www.hei-flyers.org/wordpress/

  33. What has ‘digital literacy’ achieved as an agenda? Curriculum change?

  34. Curriculum change: the aspiration • ICT/Computer Literacy: the ability to adopt, adapt and use digital devices, applications and services in pursuit of scholarly and educational goals. • Information Literacy: the ability to find, interpret, evaluate, manipulate, share and record information, especially scholarly and educational information • Media Literacy: the ability to critically read and creatively produce academic and professional communications in a range of media. • Communication and Collaboration: the ability to participate in digital networks and working groups of scholarship, research and learning • Learning Skills: the ability to study and learn effectively in technology-rich environments, formal and informal • Digital scholarship: the ability to participate in emerging academic, professional and research practices that depend on digital systems activities and resources: bit.ly/DLstaffdev

  35. Curriculum change: the reality • Many excellent examples from programmes of study • Staff-student partnerships often effective • More extensive use of digital technologies leads to more critical, discriminatory approach by students and better judgement but • Student digital know-how seen with more concern than excitement • Innovators may be in under-valued positions and roles • Staff have no time to innovate / students can be conservative • Profound changes - borderless or flipped classroom, open and public pedagogies, student as producer - are highly challenging

  36. Digital literacy: the turbulence... academic and professional learning digital know-how

  37. Time for some discussion

  38. What can we still do with ‘digital literacy’ as an idea and as a long-term project? • As individuals developing in an intensively digital environment? • As individuals and groups of people working in education (committed to enabling other people to thrive)? • As organisations in need of (radical) change?

  39. What can we still do with ‘digital literacy’ as an idea and as a long-term project? • Tunde Varga-Atkins, University of Liverpool • Marianne Sheppard, JISC Infonet • Lindsay Jordan, University of the Arts, London • Julian Prior, Southampton Solent University

  40. Digital Literacies at ALT-C 2013

  41. Some resources ALT newsletters and webinars JISC webinars Design studio bit.ly/JISCDDL

More Related