#jiscdiglit

Digital literacy: sharing knowledge to create better policies26th July 2012, Bristol

Agenda

Session 1: Opening

10:00 Welcome, introduction and objectives of the meeting

Paul Bailey (JISC) and Tabetha Newman (Timmus Limited)

10:10 Tour de table (Presentation of participants)

Each attendee provides their name, organisation/institution, and link with digital literacies (approx. 1 minute each)

Session 2: Digital Literacy: some ongoing projects

10:40 The JISC Developing Digital Literacies Programme (3x 5mins)

Paul Bailey (JISC), Lindsay Jordan (University Arts London), Helen Beetham (JISC)

 11:00 Coffee Break

 

Agenda

Session 2: Digital Literacy: some ongoing projects (continued)

11:20 Other perspectives on Digital Literacy from the UK (3x 5mins)

Josie Fraser (Leicester City Council), Dave White (Oxford University), Lyndsay Grant (University of Bristol)

11:40 Digital Competence: the EC perspective and the DIGCOMP framework: Anusca Ferrari (JRC-IPTS)

Session 3

12:00 Group work: providing feedback to the DIGCOMP draft framework

12:45 Wrap up

#jiscdiglit

Developing Digital Literacies for staff and students in Universities and Colleges

Paul Bailey, JISC Programme Manager

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.

Developing Digital Literacies Projects

University of Greenwich University of the Arts London University of Exeter Grŵp Llandrillo Menai University of Plymouth University of Reading

University of Bath

University College London

Oxford Brookes University

Cardiff University

Worcester College of Technology

Institute of Education, London

Building on previous work

2006-08 – Learners' experiences of e-learning programmeStudents' success depends on strategies for integrating ICT into academic practice; students' strategies and preferences differ widely

2009 – Learning Literacies for a Digital Age studyDigital literacy needs to be integrated across the curriculum: learners develop through authentic tasks in meaningful situations

2010 – Supporting Learners in a Digital AgeNine institutional case studies in developing learners' digital capabilities: listening to and responding to learners as a theme

2011 – Digital literacy workshop seriesCascading outcomes of LliDA and SLIDA: tools for organisational and curriculum development; sharing best practice

2011-13 – Developing Digital Literacies programmeFunded institutional projects, integrating digital literacy development across the board; community consultation

Staff Association and Professional Bodies

The sector bodies and professional associations JISC is working with initially include:

Association for Learning Development in Higher Education (ALDinHE)

Association for Learning Technology (ALT)

Association of University Administrators (AUA)

Heads of Educational Development Group (HEDG)

Organisational Development in Higher Education Group (ODHE)

Standing Conference on Academic Practice (SCAP)

Staff Development Forum (SDF)

Staff and Educational Development Association (SEDA)

Society of College, National and University Libraries (SCONUL)

Vitae

The SCONUL7 Pillars of Information Literacy through a Digital Literacy ‘lens’ http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

Welsh Information Literacy Framework (Digital Literacy Modules) which uses the 7 Pillars

Frameworks and Mappings

Making a JISC/Professional Associations Guide to Implementing the UK Professional Standards Framework in the Digital University http://bit.ly/MLw1ni

Association of Learning Technology CMALT http://www.alt.ac.uk/get-involved/certified-membership

UCL Teaching Administrator PDP qualification mapping to the AUA 9 professional behaviours mapped to the 7 JISC digital literacy areas

Frameworks and Mappings

http://www.aua.ac.uk/uploadedfiles/PDFs/prof_behaviours.pdf

Life planning

All digital literacies

ICT literacyMedia literacyDigital scholarship

Communication & collaboration ICT literacy Digital scholarship Life planning

ICT literacy

Media literacyInformation literacyCommunication & collaboration

Life planningLearning skills

Communication & collaborationInformation literacy

Arranging Open DaysStudent application processes

Managing assessment processesProducing and updating materials

and publicationsMeeting service standards

DPA / FoI requestsServicing committees, groups and boards

Participating in departmental and wider committees and groups

Engaging with CPD (3 days minimumper annum)

Respondingto queries from

prospective studentsProviding advice and guidance

to studentsDealing with student complaints

and issues Monitoring equal opportunities

data and practiceMonitoring

effectiveness and

efficiency

Developing new systemsSupporting activities to generate new revenue

Embedding and extending innovations

Briefing colleagues about new UCL policies/

proceduresDeveloping and implementing

changes to systems, processes and proceduresImplementing changes to

UCL policies and procedures

Maintaining student/staff recordsProducing statistical reports

Using UCL systems eg PORTICO,VLEMaintenance of resource libraries

Budget managementMaintenance of departmental intranet/

internet Timetabling

Developing and implementing new strategies, processes and

procedures

Advice and support tocolleagues using systems

and toolsCo-ordinating student

induction programmesLine management of team

Contributing to knowledge base/

TA Handbook

Working as part of wider admin team

Liaison with internal and external examiners

Liaison with other unitsLiaison with employers

Organising conferences and

events

June 2012v.5

What do I need toknow?

What do I need toknow?

The actual learning

The actual learning

The actual learning

How am I going to approachit?

How am I going to approach it?

What did I learn and howwill I apply it?

What did I learn and howwill I apply it?

Identify relevant prior learningSelf assessment against professional behavioursIdentify development methodsProduce PDP

Assess context of role within department, UCL, HEPrioritise professional behaviours

Commit and plan time to undertake accreditation programme

Reflection on own approach to digital literacyAnalysis of need for changeReflection on own reaction to change

Review of PDP and experience of accreditation programmeIdentify new/enhanced skills, knowledge, behavioursReflection on impact of learning on own professional practice and on TA knowledge base

Identify impact of new/enhanced skills, knowledge, behaviours on own efficiency and effectiveness and team/department performance

Maximise broad range of formal and informal development resources

Actively seek feedback from mentor, colleagues and internal and external customersEngage in development activities with othersProvide feedback and peer support to other programme participants

Identify on-the-job development opportunitiesEngage with unfamiliar development methodsCreate development opportunities

UCL Teaching

Administrator PDP

qualification

Examples at a project level

Worcester College of Technology – Open College Network Modules on Developing Digital Literacies (for staff and students)

Oxford Brookes University – Students as e-Pioneers scheme Accredited Institute of Leadership and Management and CMALT Scheme

Student Digital Literacy Frameworks

Examples at a programme level

Student Engagement Pilot – National Union of Students, Quality Assurance Agency (student engagement team). National recognition for institutional awards for student as change agents/pioneers