Digital literacies in higher education - Nazlin Bhimani & Barbara Sakarya.
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Digital literacies in higher education - Nazlin Bhimani & Barbara Sakarya.

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LILAC 2014 Poster

LILAC 2014 Poster

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    Digital literacies in higher education - Nazlin Bhimani & Barbara Sakarya. Digital literacies in higher education - Nazlin Bhimani & Barbara Sakarya. Document Transcript

    • IOE JISC project methodology from Lesle Digital Literacies as a Post-graduate Attribute was a JISC-funded project at the Institute of Education (IOE) from 2011 to 2013 managed by Dr. Lesley Gourlay and Professor Martin Oliver. Aims of the Project 1. To understand the needs of three main groups of students at the Institute of Education (IOE): Doctoral Taught Masters PGCE. 2. To investigate institutional readiness for sustainable change around digital literacies in terms of: Processes Relationships Staff Expertise. 3. To implement three initiatives, addressing different areas of need: Developing support for distance students' in academic writing. Exploring students' use of the library and developing online support. Exploring staff digital literacies and developing support materials. Objectives 1. To gain in-depth understanding of IOE students’ digital literacies using ethnographic methods. 2. To evaluate the current provision and opportunities for IOE students. 3. To review IOE institutional readiness for change around digital literacies. 4. To implement three pilots developing digital literacies across different contexts. 5. To explore the needs of IOE staff tasked with developing student digital literacies. 6. To develop exemplar organisational strategies focused on digital literacies as a graduate attribute. 7. To maintain dialogue with partners e.g. SEDA, ALT and SCONUL and to ensure dissemination to the sector. Methodology Baseline work, year 1 Survey analysis Focus groups (PGCE, taught Masters, distance Masters, PhD students) Longitudinal, multimodal journaling (12 students, 9-12 months, 3-4 interviews, images, video and text) Intervention work, year 2 Synchronous tutorials (Academic Writing Centre) Interactive guides (Newsam Library) Staff digital literacies (Learning Technologies) Process The focus groups facilitated students discussing the challenges of pursuing different courses at different levels in contrasting modes. The multimodal journal task was designed to provide opportunities to gain insights into students’ engagement with technologies over time, based on their day-to-day practices. Volunteers were given handheld iPod Touch devices to document their experiences and practices. Three to four interviews were held with each participant throughout the data collection period, with interviews being structured thematically around the images, videos and notes created by the students, or focusing on presentations created by them. Final interviews focused on students’ engagements with particular texts, and how technologies and devices had been deployed in the various processes of searching, reading, note-taking and writing. Key Messages from the Digital Literacies Project Digital literacy ...  must be understood holistically, considering practices and identities; one method does not fit all.  and digital processes are as varied, diverse and complex as the contexts within which students live.  changes over time; people learn and forget and technologies develop and adapt to settings.  is constantly evolving as resilient students develop individual strategies to manage a vast array of resources, technologies and information.  should not be understood solely in terms of skills; digital literacy needs to take into account who is doing what, where and how. Actions for the Newsam Library The Library will ...  develop IOE LibGuides, LibAnswers and LibChat to support and scaffold learning.  implement a Discovery layer on the library website.  continue to provide mandatory MPhil/PhD & BA training as well as timely and focused support for MAs and other students.  collaborate to create easily accessible physical and digital resources and spaces. Findings Resilience, Diversity & Complex Contexts Students ...  are resilient in the face of change and quickly reject digital processes that are not reliable.  have diverse experiences, different levels of competencies and learn in different ways.  conduct digital processes across multiple contexts with different devices.  use multiple spaces and enlist complex connections and devices to store and share digital information. Time, Space & Mobility Students ...  engage with the digital in four key physical spaces: institution & library, home, transport and public spaces.  want digital resources to be easily accessible, open, mobile-friendly and readable on all devices.  want flexible physical and digital access to information.  want access to digital information to be time- efficient suited to their needs. Support Systems & Digital Library Students …  want digital literacy support to be targeted, contextualised and cost efficient.  want the digital library to be open and easily accessible on a range of devices.  want simplification of regulations and standardisation of e-infrastructures.  want library tutorials/workshops to be suited to students’ timetables and needs. More at: Digital Literacies as a Post-graduate Attribute -- JISC Design Studio and Digital Literacies in Higher Education -- IOE LibGuide