The document discusses how universities can cultivate digital growth and literacy. It recommends providing universal access to digital creative tools on campus to foster creativity across disciplines. It also suggests transforming physical learning spaces, like libraries and classrooms, to support digital collaboration and flexible self-directed learning models like blended and flipped classrooms. Overall the document advocates for adopting a "growth mindset" that embraces innovation and welcomes the challenges of digital transformation to better prepare students for a digital workplace.
2. table ofcontents
Plant adistinct competitive edgewith digital literacy.
Cultivate student creativity with digitaltools.
Nurture growth with digital-friendlyspaces.
Shift the landscape—and help digital literacy takeroot.
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3. Thepower to grow and learn isall in the mind. Orat
leastit starts there,according to Stanfordpsychologist
Dr.CarolDweck. Herdecadesof cross-culturalresearch
showthat havingagrowth mindset—believing that
one’sintelligence, creativity, andother strengthsarenot
fixed, but canbedeveloped—drives students to reach
their fullest potential.1
Butthis conceptdoesn’t just applyto yourstudents.
Tosucceedin ahighly competitive marketplace, your
entire university must adopt amindset of digital growth.
Asthe classicmodel of highereducationevolvesto
becomemore interactive,flexible, androoted in principles
of digital literacy, institutions that favoragrowth mindset
will recognize the potential andwelcome the challenges
associatedwith thesechanges.
Considerstudentsapplying to collegetoday.Most of
them were born into aworld of always-on mobile,web,
andsocialtools,where communication isevermore
immediate andinteractive.Thesedigital nativesareless
likely to setboundarieson when, where,andhow they
learn—sothe institutions they attendshouldn’t limit
accessto digital tools to on campusonly.Toengage
studentsfully, teachingandlearning must expandbeyond
the classroom andintegratedigital communication
options suchascreativetools,video resources,mobile
apps,andonline content.2
4. “The student of the future is what we call a maker,
somebodywho not only understands the problem,
but alsoproduces solutionsto it.” 3
JAN HOLMEVIK
AssociateProfessorof English
Co-Director of the Centerof Excellencein
NextGenerationComputingandCreativity
ClemsonUniversity
Infusingyour classrooms,curriculum,andeducationaltools
with digital options isthe baseline for growing digital literacy.
Butteaching andlearning in adigitally sophisticatedworld
hasto gobeyond accessto andbasicproficiency with
digital tools.Studentsmust learnto applydigital resources
creatively throughout their educationalexperiences,using
the tools to solveproblems, produceinnovative projects,
andenhancecommunication—so they canpreparefor the
real-world challengesof anincreasingly digital workplace.
Digital literacydefined.
Lookup “digital literacy” onlineandyou’ll find
nearlyasmanydefinitionsassearchresults.In the
context of highereducation,think of digital literacy
asaprocesswith three stages:
1. Understand what digital tools areoutthere
andwhat they cando.
2. Develop skills for usingawide rangeof
digitaltools.
3. Apply digital skillscreatively to solveproblems
andenhancecommunication.
Digitallyliterate studentsandfaculty know how,
why,andwhen to usedigital tools.Theycanspot
the opportunitiesandtakeadvantageof them
when developingcoursesor addinganewlevel of
creativeexpressionto aproject.
5. 2016 | Growing Digital. 5
plantadistinctcompetitive
edgewithdigitalliteracy.
Universitieswith adigital growth mindset arefocusedon increasing
digital literacy in teachingandlearning sothat studentscansucceedafter
graduation in avariety of careers—whetherthey’re analyzing datafor a
Big4accountingfirm or creating podcastsfor anonline newsshow.These
universitiesknow that the teaching of critical thinking skills—along-
standingpillar of acollegeeducation—must beadaptedto be relevant
for the digital workplace.Otherwise, collegemight not seemlike amuch
better prospectthan atrade-specificcertification, or on-the-job training.
In fact,giventhe risingcostsof tuition andsoaringdebt,74%of students
consideredalternatives to highereducationin 2014.4
Still, Americanswith abachelor’sdegreeearn56%more on averagethan
thosewithout adegree.5Andstudentswho canenterthe workforce with
amarket-readylevel of digital literacy will haveaconsiderablecareer
advantage.It canevenbeadeciding factorin their choiceof university.
Digital attraction.
85%ofhighschool
seniors saythat
how well aschool
embracesinnovation
is an important
factorwhen
choosingacollege.
Source:“HigherEducationWill NeverBetheSame,”Accenture
Consulting6
6. Studentstendto favorinstitutionsthat promotedigital literacybecausetheybelievethe relevantskillswill givethema
criticaladvantageaftergraduation.Thisviewisincreasinglyvalidatedin the businessworld. Forinstance,Forbesmagazine
lists “Introductionto DigitalMedia”asoneof the ninecourseseverycollegestudentshouldtakeadvantageof.Theability
to createdigital mediaandunderstandfundamentalprinciplesof designisnow auniversaldooropener“in arangeof
careers,frommarketingto contentcreation(andofcoursedesignitself).”7
Sotobecompetitive, allcollegegradsintoday’sworkforceshouldbeequippedwith theabilitytopersuade,communicate,
andtell astoryin adigitallycompellingway.“Considerwhat communicationlooksliketoday.It’sincreasinglyvisualand
increasinglydigital,”saysTacyTrowbridge,worldwideleadof educationprogramsatAdobe.“Forstudentsto haveavoice,
theyhavetobeabletodesignanddeveloppresentationsthatincludecompellingdigitalelements.”8
“Empoweringstudentsto communicateeffectivelyin abusinessenvironmentisacriticalcomponentof digitalliteracy,”
saysJimBottum,CIOandviceprovostforcomputingandinformation technologyatClemsonUniversity.“Thegoalisto
equipstudentswith the skills,knowledge,andcapabilitiesto beambidextrousin the digital world welive in,”hesays.9
“Today,wegenerateandconsumecontentin entirelynewways.Peopleexpectvideo,audio,images,andmore.Because
of thisnewparadigm,employersseekout graduateswho aredigitally literate andunderstandhow to communicatein
media-richwaysthat canbeconsumedacrossmultiple platforms.”10
Digitallyliterate collegegraduateswill alsobeableto differentiatethemselvesin the job marketandbuild acompelling
personalbrand.Equippedwith the abilityto usedigital mediacreatively,the mostdigitally savvygradsareweaving images,
video,andaudiointo theirportfoliosandresumés—andfindingnewwaysto standout from the crowd.Bytelling their
storiesdigitally,they’redemonstratingthat they’ve learnedto approachproblemscreatively—a skillemployersvalue
highly.Themarket-ready,digitally literate gradwill also“havesomefacility with learningnewtechnology,”saysTrowbridge.
“Everythingwill lookdifferentin five years,soit’snot aboutbecominganexpertin onetool now,but learningto think
abouthow you canapplydifferentkindsof toolsforeffectivecommunication.”11
MatthewSigelman,chiefexecutiveatthe job marketanalytics companyBurningGlassTechnologies,knowswhich skills
employersvaluemost—hiscompanydatamines3.5million jobadsperday.“Employersreallyvaluesoftskillsthat are the
bedrockof aliberalartseducation,”hesays,andanewanalysissuggests“applicantswith additional,specificskills,such as
knowledgeof Javaor otherprogramminglanguages,or proficiencywith graphicdesigntoolslikeInDesignorAdobe
CreativeCloud”will significantlyincreaseboth their jobandsalaryprospects.12
Branchingout:
The digitalpersonal brand.
Likemanyrecentgrads,LeaAnnaCardwellfound
it difficult to demonstrateheruniqueworth to
potentialemployersafterearningherbachelor’s
degree.“OnpaperI wasagreatstudent,”shesays,
“but I hadnothing to showforthat, no tangible
evidence.”Thatall changedwhen shedecidedto
pursueanMAin ProfessionalCommunicationat
ClemsonUniversity.
Cardwellimmediatelytook advantageof the
comprehensivedigital creativedesktopandmobile
appsthat Clemsonoffersto all students,faculty,
andstaff.Shebuilt anonline portfolio highlighting
herprojectsthat helpedhersecureaninternship
with Adobein CorporatePublicRelations.When
Cardwell’sinternshipmanagerreviewed heronline
portfolio, “it gavehermore insightto who I wasasa
person,what my work style waslike,what my
interestswere,andhow I wasgoingto fit into the
team,”Cardwellsays.“That really helpedhermake
herdecision,which I wasvery proud of.”
Upongraduatingfrom Clemson,Cardwell
upgradedherpersonalbrandby applyingdigital
toolsto createtangibledigital work samplesusing
arangeof tools.“Iwant to showthat I canwrite;
I canshootphotos;I canedit photography; I can
compileavideo.”
Source:WritingHerOwnFutureWithADigitalSkillSet13
2016 | GrowingDigital. 6
7. cultivate studentcreativity
withdigital tools.
Institutions that embracedigital transformationknowthat anythingcanbetaughtandlearned—especiallywhenstudents
havethe toolstheyneedforsuccess.In fact,someof today’smostinnovative institutionsfosterdigital literacy by making
digital creativetoolsavailablecampus-wide forfree.Empoweringeveryone to addcreativedigital elementsto their work
encouragesthemto explorenewwaysof producingandsharingtheir ideas.In otherwords,it canstimulate agrowth
mindset—students andinstructorsmayrealizetheyhavemorecreativepotentialandthat it canbedevelopedwith open
accessto the right toolsandsupport.
ClemsonUniversity hasmadeaccessto digitalcreativetoolsacenterpieceof its educationaloffering.In additionto their
fully equippeddigitalstudio,the university providesindustry-standard creativedesktopandmobileappsto all students,
faculty,andstaff.Thisincludestoolsfordigital publishing,audio,websitedesign,pagedesignandlayoutdesign,video
editingandproduction,andimageediting.Bymakingthe toolseasilyavailableto everyone on campus,Clemson
University hasextendedthe conceptof creativity to everydiscipline,notjust artsanddesign.
“Wewantcreativity hereto beforeveryone,”saysJanHolmevik,associateprofessorof Englishandco-director of the
Centerof Excellencein NextGenerationComputingandCreativity atClemsonUniversity.“Asaninstructor, I cannow
incorporatemoreadvancedconceptsandproductioninto my classes.Forstudents,theyarenow empoweredwith the
toolsto maketheirwork asgoodasit canbe,andtheygainvaluableproductionskillsthatwill helpthemgetbetterjobs
whentheygraduate.”
Let creativity flourishacross
every discipline.
Giving everyone on campusaccessto digital
creativetools hashelpedcreativity flourish across
the curriculum at ClemsonUniversity.
• Studentsuseinteractive apps,PDFportfolios,
or documentariesto delivergrant proposals
anddissertations, andthey havegreaterrange
to showthe researchbehind their concepts.
• Political sciencemajorsusegraphics, video,
andaudioto enhanceor evenreplacewritten
essayswith presentationsthat expresstheir
ideascreatively.
• Architecturalstudentsgive peoplethe ability
to virtually enterandexploreevery room in a
proposedbuilding, andthey createstunning
websites that put new structuresin context.14
2016 | GrowingDigital. 7
8. LikeClemson,AbileneChristian University has
shifteddigital literacy into ahighergearby offering
comprehensivedigital tools campus-wide.The
curriculum alsointegratesaspectsof digital literacy
early on.Forexample,all freshmancomposition
classesinclude avisualdigital essay component.
BothstudentsandfacultyatAbileneChristianlearnto
mastertheir digital toolswithstorytellingassignments
that teachthemto useoneof the morecomplex
tools,suchasvideoeditingsoftware.“It givesthema
levelof confidencesothey’ll feeltheyhavethe skills
to usethat tool for otherassignmentslaterin the
curriculum,”saysprofessorof EnglishKyleDickson.15
Multidisciplinary coursesthat fusedigital storytelling
with sciencearegainingpopularityin higher
education.16Forinstance,the JimmyIovineand
AndreYoungAcademyatUSCisacross-curricular
undergraduateprogramthat integratesengineering,
business,anddesign.Studentsgainasolidfoundation
in businessandmarketingprincipleswhile creating
everything from3Dprototypesto mobileapps.
“Studentsgetadifferentexperiencebecausesome
of whattheylearnbridgesallthesedisciplines,”
saysTrowbridge.“Theyneedto applynewdigital
skills,communicateinteractively, understandhow
designersthink, andapplythat knowledgein an
engineeringor businesscontext.”17
AtWestminsterCollege,studentsarelaunching
innovative projectswith digitaltoolsthat sometimes
haveanimpactfarbeyondthe campus.Forexample,
studentsworking with the GreatSaltLakeInstituteare
creatingpodcastsaboutthe rich historyandunique
environmentalqualitiesof the lake.Theytakecamera
equipmentandboom mikesto recordtheir episodes
nearthe saltslabs;then theyedit the audio,add
soundeffects,andpublisheachpodcast.TheGreat
SaltLakepodcasthasevenbeenpickedup byaradio
station,which recentlyairedthe thirdepisode.
In the psychology department,eachstudentcreates
avideodescribingapsychologicalconceptandposts
it on the OnlinePsychologySymposiumwebsite,
which useswiki spacesanddiscussionboardsto
developandexplorethe conceptscollaboratively.
Andin the artsprogram,studentscollectdataon
localorganizations,mostly in finearts,to show
how the artsimpactthe widercommunity.They
trackbudgets,volunteers,employees,directors,and
audiencemembers;enterthe datain aspreadsheet;
thenloadthedataintomappingsoftwaretocreatean
interactive“CulturalAssetMap.”18
2016 | GrowingDigital. 8
9. nurture growthwith
digital-friendlyspaces.
Afertile placefor digital ideas.
ClemsonUniversity’sDigitalStudioprovidesahigh-end model forbuildingdigital literacy skillsin aphysicalmaker
space.Theircomprehensivestudio includes:
• Videoandaudiorecordingstudios
• Aliving room–style areaforlaptops,largedisplays,and whiteboards
• Wallsshowcasingdigital creativework by studentsatClemsonandaroundthe world
• Expertson-siteto answerquestions
• Accessto comprehensivedigital tools forall students
Physicalspaceson campusare
alsobeingtransformedto foster
collaborationandcreativeuseof
digital media.Forward-looking
institutionsaretakingastrong
leadin thisarena—illustrating a
digital growth mindsetthat enables
studentsto perform atthe top of their
potential. Someschoolshavecreated
fully equipped,dedicateddigital
studios.Othershavetransformed
lobbies,atriums,and hallways
into placeswherestudentscan
comfortably collaborate,recharge
devices,andconnectlaptopsto LCD
monitorsfor sharinginformation.”19
“Peopleneedplacesto dream, to exchangeideas,andto learnfrom
each other,” saysHolmevik. “The new studio is that space.While
universitiesaroundthe countryare buildingphysicalmaker spaces
that reachonlyaportion ofthe studentpopulation,at Clemson,our
comprehensive digitalmaker spacereachesall ofourstudents.”20
2016 | GrowingDigital. 9
10. Inprogressiveacademiclibraries,informallearning
spacesarealsogettingadigital facelift.Forinstance,in
2014,the DeLaMareScienceandEngineeringLibrary
atthe Universityof NevadaRenoremodeledtheir
groundfloor into “amorefunctionalspacefor self-
directedlearningusingnewvisualizationhardware
andsoftware.”21Studentscanusetwo large3Dprinters
andscanners,checkoutArduinoboardsto develop
interactiveobjects,try out anOculusRift virtual
reality headset(andadevelopmentkit),experiment
with GoogleGlass,andmore.22Thetransformation
earnedthem aspoton Makemagazine’slist of “Most
InterestingMakerspacesin America.”
Enrichlearningwith digital environments.
Institutionswith adigital growth mindsetareremodelingthe traditionalclassroom
with digitalelementsto makelearningmoreaccessible,self-directed, andproductive.
Theseenvironmentsdeliver the flexibility andanytime accessto onlineresources
that digitalnativesexpect,andtheycancreateamoreengaginglearningexperience.
Blendedlearningcombinesonlineandface-to-faceinstructionto expand
learningbeyondtheclassroom.Online,educatorsmakecoursematerialsavailableand
facilitatediscussionsviaboth synchronousandasynchronous(in-classandafter-class)
forums.Theblendedlearningenvironmentallowsstudentsto practicecritical thinking
andcollaborationin theonlinecontext,developingsoftskillsthatwill ultimately help
them navigatethedigitalworkplace.
Flipped classroomstakeblendedlearningfurther andmakeit even
more self-directed.Studentsabsorbessentialinformationbeforeeachclass,studying
online materialsin video,audio,or eBookformats,or joiningstudygroupsin online
communities.In class,studentsandfaculty engagein more hands-on,interactive
learninganddeeperdiscussion.23Collaborationismore easilyfosteredandvaluable
classtime isfreedup forproblemsolving—areal-worldskillthat’sin high demand in
theworkplace.
Virtualclassroomsmakelive,interactiveinstruction availableto students
whereverthey chooseto connect.AtGeorgetownUniversity,theMasterofSciencein
Financeprogramdeliverssomeclasseswith asophisticatedvirtual solutionthathasthe
look andfeelofatraditionalclassroomandenableslive discussionbetweeninstructors
andstudents,plusasynchronousdiscussionforums.24Thisfully interactiveexperience
preparesstudentsto engagein digitalcommunicationatahigh levelandeasilyadjust
to newwaysoflearning.
2016 | GrowingDigital. 10
11. shiftthelandscape—andhelp
digital literacy take root.
Despiteanincreasingnumberof examplesof how digitalliteracy helpsstudents
thrive, manyhighereducationinstitutionshavealotof catchingup to do.Oneof the
biggestobstaclesto adoptinganinstitution-widedigital growth mindsetisnot cost,but
resistancefromhighereducationinstructors—andfor goodreason.“It hasto do with
how facultyareincentedandrewardedto movealongin their careers,”saysTrowbridge.
“Deviatingfromthe moretraditionalpathisriskyandhardto do.Especiallyatlargestate
universities,researchandpublicationarerewarded,but innovative teaching,maybenot
somuch.”25Byaddingincentives to rewardadigital growth mindset—liketenureand
promotioncriteriathat includemoreemphasison teachingmethodsandoutcomes—
institutionscanbeginto shiftthisculture.
Trowbridgeaddsthat eventeacherswho wantto incorporatedigital literacyneeda
jump-start of inspirationandsupport.“Instructorsneedto understandhow togetstarted,
andwhy.Theymayhavegoodintentionsbut don’tknow whatdigital literacylookslike
in their discipline.Thenext questionishow do I getstartedin awaythat doesn’trequire
metakinga2-weekcourseto beanexpert,buthelpsmeaccomplishthekeythings?”26
WestminsterCollegeinstructionaldesignerJamesMorris believessuccessfulcourse
designcanhelp.Andit allbeginsbyunderstandingwhatinstructorsandstudentsneed.
Sowhenheconsultswith facultymembersto designanddeveloptheir courses,he
startswith two questions:Whatdolearnersneedto beableto do?andHowcanthe
instructorassesstheirlearning?“Fromthere,we’ll lookatinstructionaldesignapproaches
andthenattachthe righttechnology.”27
Thedigital shiftcanbeginwith individualfaculty,too.Onegeographyprofessoratthe
University of Wisconsin–Madisonfocuseson developingdigital communicationskills.He
hascreatedaspacein the library that givesstudentsandfacultythe opportunity to learn
how to communicateideasin moremodern,sophisticatedways.Displayson the walls
featuredigital literacy projects,suchasinfographicsstudentshavecreated,andanyone on
campusisfreeto dropin anddiscusstechnologyandcreativity with adigitalliteracy
expert.Creatingaplacewherestudentsandfacultycaneasilyexperiment, explore,and
gethelpisonewayinstructorscanseedchangewithin theirinstitutions.
Fourwaysto break ground.
There’sno shortcut to the digital growth mindset,but you cantakestepsthat will
makethe conceptandpracticeof digital literacy more widely accepted.
• Align digital literacywith your coremission—Help administrators
understandhow digital literacy fits in with your institution’s statedgoals.
Createpresentationsthat outline how promoting digital literacy fits in with
adrive forinnovation,forinstance.Thisgroundwork canhelpyou build a
strongcaseformakingdigital literacy apriority.
• Makeroom for exploration—Organizeaplacewherestudentsandfaculty
cangatherto try digital resources,sharetheir experiences,andgethelpwith
digital projects.Youmight repurposeanunderusedareain the library or the
studentcenterasanewhomeforinformalaccessto digital tools.It ultimately
createsacommunity that canmakedigital literacy more accessible(andless
intimidating) toeveryone.
• Createa supportcenterfor faculty—Givefacultyaplacewherethey
cancomfortablylearnhowtoincorporatedigitalliteracyintheirteaching.
Ideally,teacherscoulddropinandlearntousedigitalresources,consultwith
instructionaldesigners,anddiscussideasforadaptingcourseswith more
experiencedcolleagues.
• Considerdigital elements at the coursedesignstage—Whendeveloping
courses,alwaysask,“Isthereanopportunity to addadigital component? Will
it enhancelearning?Wouldit makethe projectsmore interestingand
challenging?”Justintroducingthe possibilityeachtime canleadyou to new
ideasandopportunities.
2016 | GrowingDigital. 11
12. Eveninstitutionsthat havethe mostadvanceddigital
literacy resourcestodaywill continueto facethe need
forchange.Adigital growth mindsetisapractice,not
anendin itself;andit’sonethat requirescontinuous
supportandtransformation.Accordingto the NMC
HorizonReport,ongoingdigital trainingshouldbeatop
institutionalpriority.“It requiressubstantialleadershipto
createeffectiveprogramsthat enablebusyeducatorsto
taketime tolearnnewskills.”28
Newmodelsof trainingandsupport areevolving,says
Trowbridge.“Inthe old model,facultytookaclassin
adigital tool andfiguredout how to applyit in their
classrooms.”Now it’slessaboutjust learningatool.
Institutions aresettingup spaceswherefacultycan
cometogetherandgetsupportfor developingacourse
or idea,or changingthe waythey’reworking.“Thetrend
isto createmoreof adrop-in centerwith technology
andinstructionaldesignresources—souniversities can
helpfacultyfigureout howto teachaconceptandwhat
technologytousetodothat.”29
Morris suggeststhat digital literacystandsabetter
chanceof success“if the institutioncancreatean
incubatorforideasto flourish.In my experience,most
successfulprogramsanddigital learningenvironments
neededtime andhadnaysayersatthe beginning.We
needto support creativeideasandtry to removeany
unnecessaryredtape.”30
Makingdigital literacy anintegralpart of the higher
educationexperience—somethingstudentscantake
forgrantedwherevertheyattendcollege—won’t
happenovernight.Butthereareplentyof goodmodels
forinspiration andincreasingawarenessof the crucial
advantagesdigital literacybringsto both studentsand
institutions.Theseedsof adigital growthmindset
in highereducationhavebeenplanted,in which
universities will embracepotentialmorethanthey
protecttradition.
JanetNapolitano,presidentof the University of
California,seesinstitutionsrisingto the challengesand
cultivatingadigitalgrowth mindset.“Highereducation
in this countryisnot in crisis,”shedeclares.“Instead,it
isin motion,andit alwayshasbeen.Highereducation
evolvesasknowledgeexpands,societieschange,and
newtechnologiesareintroduced.Thisdoesnot mean
that we shouldrelax:Thereshouldbeno comfort taken
in maintainingthe statusquo.”31
2016 | GrowingDigital. 12
13. adobe canhelp.
2016 | GrowingDigital. 13
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institution andstudentsacompetitive edge.
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• Sharecreativeassetswith fellowstudentsandfacultyusingCreative
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