Developing Digital Literacy

Helen Beetham, Rhona Sharpe, Greg Benfield, Sarah Knight

Date

Venue

Welcome – Who we areDigital Literacy

Sarah Knight, JISC e-Learning Programme Manager with responsibility for curriculum design programme and digital literacies

Helen is a consultant to JISC, in which role she supports JISC work on learning literacies for a digital age, curriculum design and Open Educational Resources, as well as other aspects of e-learning development and strategy.

Dr. Rhona Sharpe is principal lecturer in the Oxford Centre for Staff and Learning Development at Oxford Brookes University where she is responsible for the research and consultancy activities of the unit. Recently her research has focussed on learners' experiences of e- learning..

Dr Greg Benfield is a senior lecturer, e-learning specialist educational developer at Oxford Brookes University in OCSLD. His work focuses on supporting e-learning.

What have we learnt to date?

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

Digital Literacy

What have we learnt to date?

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

Digital Literacy

Why are we here?Digital Literacy

“digital literacy expresses the sum of capabilities an individual needs to live, learn and work in a digital society”

•what capabilities will your graduates need in the C21st?•what challenges do they face in developing them?•how can you help them develop literacies of/for the digital?

Maps of the territory

Programme of the day – activities! – we will capture and share

Reflective pro-forma for you to take away

Twitter/blog tag #JISCdiglit

Delegate list – follow people up

Online materials:

http://bit.ly/jiscdiglit

available under CC (by-sa) license for repurposing and reuse

Subscribe to the mailing list JISC-DIGLIT-PUBLIC

Digital Literacy

Online materials linked from http://bit.ly/diglit in the Design Studio

Activity

1. Using paper and a pencil or pen, and working in pairs, draw your neighbour

Digital Literacy

Activity

1. Using paper and a pencil or pen, and working in pairs, draw your neighbour

2. Label your drawing with key features of a 'digitally literate' person

3. Use terms and ideas that will be familiar in your institution, subject area, or setting

4. There will be opportunities to add and refine your ideas during this session

Digital Literacy

Why is this an issue now?Digital Literacy

Impacts of digital mediaon knowledge

New demands on education

Digital Literacy

'New ways of knowing'

Digital Literacy

'New ways of knowing'

Transfer of attention from print to screen

Multiplicity of media: hyperlinked and hybrid media

Blurred boundaries of information/communication

Ubiquitous access to information and to connected others

Routine surveillance and capture of processes/events

Networked societies and interest groups

Power of the crowd (web 2.0, massive social data sets)

Offloading of cognitive tasks onto digital tools and networks

Presentation of self in digital contexts

Open scholarship and open publishing

...

Digital Literacy

'New ways of knowing'

Using 'ways of knowing' to expand your characterisation of a digitally literate person.

What kinds of expertise and know-how?

How is it expressed and shared?

What new data is being captured and managed?

What does innovation look like?

What does it mean to be critical?

What forms of judgement are needed?

Digital Literacy

What are graduate attributes?Digital Literacy

‘These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses.

They are ability, dispositions, qualities which enable knowledge gained to be translated into a discipline and work place context.

Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs

Digital Literacy

What are graduate attributes?

Why graduate attributes?

‘qualities that prepare graduates as agents of social good in an unknown future.’ (Bowden et al, 2000)

‘attributes that help prepare our students to tackle the ever evolving challenges facing them during and at the end of their studies’ (University of Edinburgh)

Digital Literacy

Future Work Skills 2020

Sense making

Social intelligence

Adaptive thinking

Cross-cultural

competency

Virtual collaboration

Computational thinking

New media literacy

Cognitive load

management

Transdisciplinarity

Design mindset

Davies, A., Fidler, D., Gorbis, M. (2011) Future Work Skills 2020. Institute for the Future, for the University of Phoenix Research Institute. University of Phoenix.

An example: Oxford Brookes University

Five graduate attributes agreed at Oxford Brookes University.

Digital literacy defined as… The functional access, skills and

practices necessary to become . . . a confident, agile adopter of a range of

technologies for personal, academic and professional use.

(https://wiki.brookes.ac.uk/display/slidacases/Oxford+Brookes)

Digital Literacy

An example: University of Wolverhampton

Three graduate attributes at University of Wolverhampton

Digital literacy defined as our graduates will be confident users of

advanced technologies; they will lead others, challenging convention by exploiting the rich sources of connectivity digital working allows.

(https://wiki.brookes.ac.uk/display/slidacases/Wolverhampton)

Digital Literacy

Using graduate attributes to expand your characterisation of your digitally literate learner.

What What for? What context?

confidence exploit technology

professional

agility challengeconvention

personal

Digital Literacy