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Skills for the digital age: a framework for digital

literaciesFiona Salisbury, Jennifer Peasley

Skills for the digital age:A framework for digital literacies

Fiona SalisburyDeputy Director, Learning and Engagement

Jennifer PeasleyExecutive Director, Library and University Librarian

latrobe.edu.au/digital-literacy

Talking ‘bout my generation – our expectations of digital natives


Digital natives and digital literacies

Do digital natives have the skills needed to navigate technology at university and in their work?


Foundation for Young Australianshttp://www.fya.org.au/wp-content/uploads/2015/11/How-young-people-are-faring-report-card-2015-FINAL.pdf

http://www.fya.org.au/wp-content/uploads/2015/11/How-young-people-are-faring-report-card-2015-FINAL.pdf

The case for a digital literacies framework

• Builds competence and confidence to work with and effectively use technology

• Enhances employability

• Skill development for teaching and research staff is as important as skill development for students


The first challenge: defining ‘digital literacies’

• Jo Coldwell-Neilson, Deakin University (2016): ‘Despite the widespread use of the term digital literacy, there is no common understanding of what is meant by it or what skills it entails’

• ALA Digital Literacy Task Force (2011): ‘Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills’

• JISC (2014): ‘Those capabilities which fit an individual for living, learning and working in a digital society’


The La Trobe University approach to digital literacies

• Build on an established model: uses JISC definition and model

• Competency-based, scaffolded, building on and refining existing skills

• Embedded in the curriculum and staff developmentprocesses

• Focus on staff as well as students

• Informed by evidence

• A collaborative initiative: Library, ICT, Learning & Teaching, Researchlatrobe.edu.au/digital-literacy

Beetham/Jisc 2015

Developing a Digital Literacies Framework:

• A whole of university initiative, guided by a Reference Group

• Engagement is critical: ‘starting the conversations’

• Visioning: what characteristics does a digitally literate student have?

• Gathering evidence: identifying the gaps

• Workshopping a draft framework

• Endorsement by the University


Communication planning

• Deliberate

• Multi channel

• Targeted messages


Engagement

• Notify

• Inform

• Consult

• Involve

• Collaborate

• Empower


T-SPARC Stakeholder Engagement Model -http://jiscdesignstudio.pbworks.com/w/page/27046505/T-SPARC%20Stakeholder%20Engagement%20Model

http://jiscdesignstudio.pbworks.com/w/page/27046505/T-SPARC Stakeholder Engagement Model

Gathering evidence: audits

University staff:

• Survey of all staff

• Informed the focus of the framework for staff


Students:

• JISC Tracker Survey

• Provides benchmark for measuring attainment

• Informs further refinements to the framework

Outcomes of staff and student surveys


• What does a digitally literate member of staff or student at LTU look like?

oWhat devices does s/he have? What networks and services?

oWhat are his/her digital habits?

oWhat can s/he do with ICT? (general / specialist practices)

oWhat are his/her qualities and aptitudes with digital tech?

o How does s/he express identity in digital spaces?

Outcomes of staff and student surveys

o How do staff use digital technologies day to day?

o How do academic staff use digital technologies in teaching and scholarship?

o How well does La Trobe's digital environment support digital practice and encourage excellence and innovation?

o What helps staff to develop digital confidence and capability?


Key themes

o Scholarly values and ethos

o Digital thinking

o Scholarly communication

o Students as active digital users

o Issues in curriculum design

o Communities of practice: academics - professional staff - students

o Time to explore

o Recognition and reward


Scholarly values and ethos

Digital literacy is all well and

good, but what use is it when

students can't read, write or

think? Sadly, many LTU

students can't even do the

basics, even when they

graduate, yet we are teaching

them about digital equipment.


Scholarly values and ethos

The technical know-how

required currently is not

complex, but …no level of

teaching me the 'how' will

change my confidence and

capability. I need to value the

'why' and then the rest is a

piece of cake.


Communities of practice

We should employ students to assist academics with digital literacy. They have the invaluable 'students' perspective' about how students like to learn online and what motivates/demotivates learning in an online/blended environment.

When I have an idea I need to be able to ask how can I do this, what's the best way to get this information, or what system exists that allows me to do this ....


Time to explore

The benefits are obvious, but how do I justify the time I need to improve my digital literacy?

Time, time, and more time to get to grips with it.


Recognition and reward

I want to improve my digital literacy: it aids teaching and external engagement. But if I'm to improve in this area, the workloads need to offer time and space to do this.

These are requirements for teaching in the modern world. They are an investment toward a teaching career.


La Trobe University’s Digital Literacies Framework




The Digital Literacies Framework sets out, at a high level, the attitudes, capabilities and understanding La Trobe University staff and students need to build a digitally capable organisation.



Capabilities for Staff and Students

A Framework is not enough: implementing the Framework

• Collaboration with Learning and Teaching staff, teachers and researchers

• Using Library staff as champions

• Providing resources


Resource development


The academic library as a University leader in digital literacies

The academic library can:

o Facilitate a cohesive, cross-university approach to Digital Literacies to support university strategies and plans

o Build on experience developing/implementing university-wide information literacy framework

o Leverage well-developed relationships for university-wide collaboration

o Take a broad view across learning, teaching and research

o Utilise existing structures to support implementation of curricular and co-curricular digital literacies outcomes for students


Developing our own digital capabilities

A role profile specifically designed for library and informational professionals demonstrates how new areas of practice are emerging, and how individuals might use their digital skills in different areas of their designated roles


Developing our own digital capabilities

Jisc Digital Capability Framework http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF


http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF

Progressing the digital literacies agenda

• Continue the conversation, engaging widely and often

• Involve students in staff/student partnership projects

• Develop resources to support digital literacies in the curriculum

• Link Digital Literacies Framework clearly to performance development for university staff

• An active ANZ Community of Practice: https://dlaustralia.wordpress.com


https://dlaustralia.wordpress.com/

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