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Developing Digital Literacies What digital literacy means practically to staff and students…Helen Beetham (????) and Paul Bailey, JISC Programme Manager
#jiscdiglit
What does the term “Digital Literacy” mean to you?
[Helen – this is a pre-session activity that Christa is asking the participants to [I assume] type into the chat box – so it would be good to comment or follow through on what they say] – I though this from Greenwich was interesting as a follow-on – I’ll ask Mark if Ok to use...
Academic Staff
Student
What is our definition of digital literacy?
We’re working with colleges and universities to embed core digital skills into the curriculum.
By digital literacy we mean those capabilities which fit
an individual for living, learning and working in a
digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development
planning; and as a way of showcasing achievements.
Developing Digital Literacies Programme
A sector-wide programme promoting the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for staff and students in UK further and higher education.
Areas assessed for the baseline
1.Policy and strategy
2.Infrastructure
3.Support and professional services
4.Practices in the curriculum
5.Developing capability and expertise
6.Cultures and attitudes
Areas assessed for the baseline
For each of these areas, think and write in the chat window:
How would my institution rate on these issues?
AND/OR What is the most important thing my institution
needs to do in this area?
Policy/strategy
Multiple strategies (4-11) with a lack of clear ownership of the digital agenda
Evidence of integration around e.g. graduate attributes, new senior roles (CIO, Digital Development)
Senior managers may lack the vision and expertise to bring strategic areas together
More important to have vision of what's possible at all levels, and expertise that can be mobilised to meet rapidly changing priorities
Infrastructure
Need for robust, reliable, flexible infrastructure e.g. networks, access/identity mngmt, data services
Bring your own devices/services Learners are relying increasingly on the use of their own
technology for study and for assessment Tutors have mixed opinions as regards using external
social media against social media designed specifically for educational use (Paddle project, Coleg Llandrillo)
Requires attention to the contract between learners/institution and addressing digital divide
Requires strategy for third-party software/services
Support and professional services
Digital aspects to many core services of the university – library, learning skills, access & WP, international office, RKT, HR, careers...
Professionals identify need for development of their own digital capabilities and confidence
Should be involved in decisions about strategy & infrastructure (they see current needs & emerging issues)
For some students, support needs to be integrated and pushed (e.g. within the curriculum, induction, personal learning plans) not pulled
Curriculum practices
Focus on institutional systems – especially the VLE – which is often used just for accessing content
Need for DL to be understood in subject-specific ways, as:
a repertoire of relevant capabilities and practices that make sense in specific situations and settings employing a variety of technologies including (where
relevant) personal and social encompassing considerations of safety, value,
purpose, ethical and legal issues
Authentic, meaningful activities making use of digital technologies where appropriate
Curriculum technologies
Not just use of subject-specific systems, but also subject-specific use of generic technologies
Generic Mobile device and apps
Web browser and services
Profile and preferences
Ease of adoption/use
Reconfigurable, modular
Shared, open, social, public
Personal/social identity
Specialised system/application
based around and integrated into a complex practice
e.g. VLE, SRS, CAD/CAM, SPSS, nVivo, design environments, Endnote...
Non-reconfigurable, integrated
Steep learning curve
Professional/academic identity
Developing expertise
Most generic technology adoption is self- or peer-supported
Specialist technologies and specialist practices with tech require more structured support
Opportunities to share expertise are highly valued e.g. group work, showcases/reviews, mentoring
Students' expertise needs to be treated as a resource
Do not allow (lack of) digital expertise to become another entrenched aspect of disadvantage – address entitlement and expectation
Culture and attitudes
Early career staff in all roles are more likely to adopt novel technologies and make use of personal tech in professional settings
Attitudes to tech in all roles are very various – an aspect of personal, professional and subject identity
Students worry about: 'acceptable use', distraction, time management, blurring personal/study time
Staff worry about: being 'left behind', information overload, blurring personal/professional boundaries
How would you describe attitudes to technology in your institution?
What 'digital stories' are told?
Developing Digital Literacies Keeping Informed Getting Involved
#jiscdiglit
Developing Digital Literacies - http://bit.ly/ddl-prog
JISC on Air online radio programmes Part 1 - Digital Literacy – delivering the agenda within colleges and
universities
Part 2 - Developing digital literacies for working in a digital world
Available from: www.jisc.ac.uk/jisconair
Developing Digital Literacies webinar – Where are we now and what have we learnt (title TBC) – Helen Beetham Date – June/July?
Summary of the projects baseline reports. Available online: http://bit.ly/JiUV0m
Summary of the professional association baseline reports. Available online: http://bit.ly/KWFJUo
Institutional videos from the Developing Digital Literacies projects visit http://bit.ly/jiscdlprogvideos to hear about how they are implementing digital literacies at a strategic level
07/06/12 | Slide 16
Developing Digital Literacies briefing paper
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Developing Digital Literacies Briefing paper available in June 2012, from http://bit.ly/ddl-prog and available to order from [email protected]
Provides a summary of the context and emerging outcomes of the programme together with links to relevant resources
“Digital literacy is the intersection between digital knowhow and academic practice. Or, if you want to frame it differently, the ability to learn, the ability to learn well.”Helen Beetham, Synthesis consultant
Further information and resources
Programme blog - http://elearningprogs.jiscinvolve.org
Digital Literacies Webinars - http://bit.ly/HKbYoy
Join [email protected]
Follow #jiscdiglit
Come and speak to us – the programme will be represented at the Blended Learning Conference, HE Academy Conference, Greenwich e-Learning Conference, ALT-C with proposals submitted to SEDA Annual conference ( to add)
Innovating e-Learning 2012
The 7th JISC international online conference takes place on 13th – 23rd November 2012Registration details announced shortly!#jiscel12www.jisc.ac.uk/elpconference12Digital literacies will be a key theme of the conference and opportunities to share your work in the conference activity week
'I just want to say #jiscel11 was awesome...'
