Date VenueDeveloping Digital LiteracyHelen Beetham, Rhona Sharpe, Greg Benfield, Sarah Knight
Digital Literacy Why are we here? “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?
Digital Literacy Maps of the territoryProgramme of the day – activities! – we will capture and shareReflective pro-forma for you to take awayTwitter/blog tag #JISCdiglitDelegate list – follow people upOnline materials: http://jiscdesignstudio.pbworks.com/.../digital-literacy .../JISC-Digital-Literacy-Workshop-materialsavailable under CC (by-sa) license for repurposing and reuse
Digital Literacy Activity1. Label your diagram with key features of a digitally literate graduate2. Use terms and ideas that will be familiar in your institution, subject area, or setting3. There will be opportunities to add and refine your ideas during this session
Digital Literacy Why is this an issue now? Impacts of New demandsdigital media on educationon knowledge
Digital Literacy New ways of knowingTransfer of attention from print to screenMultiplicity of media: hyperlinked and hybrid mediaBlurred boundaries of information/communicationUbiquitous access to information and to connected othersRoutine surveillance and capture of processes/eventsNetworked societies and interest groupsPower of the crowd (web 2.0, massive social data sets)Offloading of cognitive tasks onto digital tools and networksPresentation of self in digital contextsOpen scholarship and open publishing
Digital Literacy Using ways of knowing to expand yourcharacterisation of a digitally literate learner.What kinds of How is it expressed What new data isexpertise and know- and shared? being captured andhow? managed?What does What does it mean What forms ofinnovation look like? to be critical? judgement are needed?
Digital Literacy What are graduate attributes? ‘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 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 An example: Oxford Brookes UniversityFive 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 WolverhamptonThree graduate attributes at University of WolverhamptonDigital 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 yourcharacterisation of your digitally literate learner.What What for? What context?confidence exploit professional technologyagility challenge personal convention communicative