Related concepts: ‘computer literacy’ led to ‘information literacy’ e.g. SCONUL “seven pillars” model (used by academic librarians), ‘media literacy’.
Digital literacy: Some key themes 4
“Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” Martin (2005:135) Digital literacy: How can we understand it 5
engages in independent self-directed learning uses information processes uses a variety of information technologies and systems has internalized values that promote information use has a sound knowledge of the world of information approaches information critically has a personal information style Information literacy: Bruce (1997) 10
ICT literacy (i.e. the ability to use computing devices)
Background Knowledge: the world of information nature of information resources Underpinnings and Background Knowledge 12
Could include the following: reading and understanding digital and non-digital formats creating and communicating digital information evaluation of information knowledge assembly information literacy media literacy Central Competencies 13
• independent learning • moral / social literacy “…the attitudes and perspectives reflect the idea that the ultimate purpose of digital literacy is to help each person learn what is necessary for their particular situation. “Moral / social literacy” reflects the need for an understanding of sensible and correct behavior in the digital environment and may include issues of privacy and security.” (Bawden 2008:30) Attitudes and Perspectives 14
Think about your own modules and your own teaching and answer the following:
Are there module learning outcomes on our courses that reflect aspects of digital literacy?
How much of the four components do you / we take for granted, in terms of expecting students to already have these knowledge, skills and attitudes?
What do you, personally, do to support these components of digital literacy?
What other services / staff support these components of digital literacy?
How do we support digital literacy? 15
Academic librarians support information literacy Computer skills may be supported by IT training services for students. Literacies such as academic writing, critical thinking and so on may be supported by learning development type services What is the role of the academic member of staff? Services supporting digital literacy 16
How has an institutional focus on listening to students influenced policies relating to learning for a digital age? University of Glamorgan How do research-informed approaches to learning and teaching support and develop learners in technology-rich environments? Oxford Brookes University How can digital literacy help provide the building blocks for lifelong learning? University of Salford Case Studies – some examples 17
The Supporting Literacies in a Digital Age (SLiDA) project identified nine key questions for institutions to consider in supporting digital literacy, (https://wiki.brookes.ac.uk/display/slidacases/SLiDA+Home) Perhaps those most relevant for inclusive curriculum design are: Q1. What strategies, policies and practices can be used to support learners to develop digital literacies relevant for professional and lifelong working? Q3. How can the development of digital literacies and learning support be successfully embedded into the curriculum? Q4. How can the development of effective learners be supported in individual, personalised ways? Read the relevant case studies and consider how your own institution would answer these questions. In the context of your own modules, how would you answer these questions? Case Studies: Activity 18
How do we integrate into our teaching, learning and assessment / Embed digital literacy into our courses?
Include digital literacy related learning outcomes in modules.
Provide opportunities to practice the skills in the subject context.
Explicitly assess aspects of digital literacy.
For students: ‘What is information literacy?’http://campus.queens.edu/everett/M2.html Internet detective: http://www.vts.intute.ac.uk/detective/ Resources 21
Bawden, D. (2008) 'Origins and Concepts of Digital Literacy' in Lankshear, C. & Knobel, M. (eds.) Digital Literacies: Concepts, Policies and Practices, New York: Peter Lang Bruce, C. (1997) The seven faces of information literacy. Adelaide: Auslib Press Gilster, P. (1997) Digital literacy. New York: Wiley. Markless, S.,& Streatfield, D. (2007) Three decades of information literacy: redefining the parameters, in S. Andretta (Ed.), Change and challenge: information literacy for the 21st century, Adelaide: Auslb Press. Martin, A. (2005) ‘DigEuLit – a European Framework for Digital Literacy: a Progress Report’, Journal of eLiteracy, Vol 2 pp.130-136 References 22