preparing for a digital future digital literaciesfor learners, researchers and teaching staff 2011

8/4/2019 Preparing for a Digital Future Digital Literaciesfor Learners, Researchers and Teaching Staff 2011

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Preparing for a digital future:

digital literacies for learners, researchers andteaching staffHelen BeethamRhona SharpeFrances Bell and Simranjeet Singh RoudCol Hawksworth

JISC Conference 15/03/2011

BT Convention Centre, Liverpool


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Changing policy contexts...

Digital inclusion (entitlement agenda)'we need a much broader reconceptualization of what we mean byliteracy in a world that is increasingly dominated by electronic

media'(David Buckingham)Employability and the digital economy

World-class skills

UK FE/HE in a global education market

Student satisfaction

Organisational capacity-building and workforce development

Why does digital literacy matter?


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Emerging educational agendas...

'Educating the digital natives': new techno-socialpractices and their impacts

Connectivism and the limits of information literacyOpen content, learning in the wild

Open data, developing citizens of a new knowledgecommons

Deepening inequalities including digital inequalities

Why does digital literacy matter?


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2006-08 Learners' experiences of e-learning programmeStudents' success depends on strategies for integrating ICT intoacademic 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' digitalcapabilities: listening to and responding to learners as a theme

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

2011-13 Digital Literacy programmeFunded institutional and projects, integrating digital literacy

development across the board; community consultation

How is JISC responding?


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The SLiDA project

How are institutions creating and enabling opportunities thatpromote the development of effective learning in a digital age?

Acknowledgement: Alfred Lerner Hall Getty Images.


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SLiDA Case Studies


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Key findings from Slida 1

What are institutions doing to support thedevelopment of learners for a digital age?

1.Preparing students for their experience of learning

with technology2.Enabling learners to use their own devices andservices

3.Reconfiguring campus spaces for social learning

4.Listening to learner voices

5.A strategic emphasis on course design for blendedlearning


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Key findings from SLiDA: How?

How are institutions implementing their strategies andpolicies for developing learners for a digital age?

process auditmultipleprojects

people

student-

led

many

stakeholders

context discipline program


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University of Salford Case Study

How can digital literacy help provide thebuilding blocks for lifelong learning?

Whats the story?

- The University has initiated a project to develop andimplement an institution-wide Information Literacy Strategy.

- a clear vision for what a course with embedded informationliteracy might look like

- courses which explicitly set out to develop students' digital

literacies, building on the Universitys specialist expertise inmedia, creative arts and business

SLiDA Question 3: How can the development of digital literacies and

learning support be successfully embedded into the curriculum?


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University of Salford Case Study

Strategic, institutional level reaching information literacies

Information Literacy Strategy informed by audit using tools fromLLiDA

Desired student capabilities

In my ideal world, if I was embedding it, I would say right, for thismodule... students will be able to search information, analyse and usethe information. Then to be able to deliver it, the teaching staff and thelibrary staff will be delivering [the module] together. And alsoassessing it together...that's my ideal way of doing the whole thing.Roz Howard, Library Liaison Manager

Good practice of co-teaching by academics and library staff in largeY1 Business School core module

Work ongoing in embedding relevant learning outcomes in curriculum


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Local curriculum level

Pockets of innovation in digitalliteracies

Linked in informal networks, often research-active staff

Disseminated externally and via Salford Good PracticeEvents

Social media is a theme in upcoming Education in aChanging Environment Conferencehttp://www.ece.salford.ac.uk/ , led by academics andlinked to Good Practice Events, led by AcademicDevelopment Unit

Top down meets bottom up!


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Salford Case Study


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Birkenhead Sixth Form College Case Study

How have student expectations for usingpersonal technology been met?

Whats the story?

Mobile devices are now in use across a wide range of subjectdisciplines,

- The e-learning champions work closely with Subject Heads toexplore how e-learning and the use of mobile devices canbenefit teaching and learning within their subject discipline

- the use of learner-owned technologies offers a cost-effectiveway to engage with and motivate students

SLiDA Question 6: How can social, personal and institutional technology

be integrated to enable more effective learning?


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Students realised they could use theirown devices e.g. texting questions toteacher, recording revision notes,

working remotely

Departments recognised the value oflearner-owned devices e.g. flipcams,

textwalls, moodle Institution then invested in physical

infrastructure and staff time


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I dont want to have to waste time on technology, Ijust want it to do whatever it does quickly


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Oxford Brookes University Case Study

How do research-informed approaches to learning andteaching support and develop learners in technology-richenvironments?

Whats the story?

A generic framework for digital literacies was proposed. Itextends the SCONUL model to take account of modern digitaltechnologies.

The University has identified digital and information literacy asone of its five core graduate attributes

Programme teams are specifying their discipline specific digitalliteracies, auditing current practice, and identifying aspirations

SLiDA Question 2. What frameworks are useful in specifying effective

academic technology mediated practices?


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Digital and information literacy in our Strategy forEnhancing the Student Experience (2010)

The functional access, skills and practices

necessary to become a confident, agile adopter ofa range of technologies for personal, academicand professional use.

To be able to use appropriate technology to search

for high-quality information; critically to evaluateand engage with the information obtained; reflecton and record learning, and professional andpersonal development; and engage productively in

relevant online communities.



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Last word
http://www.youtube.com/watch?v=srgUwDg_Qmw&feature=player_embedded


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What next?

JISC-funded programme on whole-institution approaches todigital literacy development (watch this space)

JISC Digital Literacy workshops:

26th May: London

23rd June: Birmingham

For more information: www.jisc.ac.uk/developingdigitalliteracies

SLIDA case studies:https://wiki.brookes.ac.uk/display/slidacases/Case+Studies

LliDA best practice examples and materials:caledonianacademy.net/spaces/LLiDA/index.php?n=Main.BestPracticeExamples
http://www.jisc.ac.uk/developingdigitalliteracies

preparing for a digital future digital literaciesfor learners, researchers and teaching staff 2011

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