OCSLD digi lit presentation

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Presentation 'Introducing Literacies of the Digital' for OCSLD 2011

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  • academic and web-based knowledge practices
    multimedia content creation/sharing and text-based academic content
  • academic and web-based knowledge practices
    multimedia content creation/sharing and text-based academic content
  • academic and web-based knowledge practices
    multimedia content creation/sharing and text-based academic content
  • academic and web-based knowledge practices
    multimedia content creation/sharing and text-based academic content
  • academic and web-based knowledge practices
    multimedia content creation/sharing and text-based academic content
  • What are institutions doing?
    We chose the nine SLiDA cases to illustrate a diversity of institutional approaches and
    focuses to supporting student learning with technology. Yet although we uncovered many
    distinct policies and practices, they can be classified into five key aspects that most
    institutions shared, to greater or lesser degrees.
  • academic and web-based knowledge practices
    multimedia content creation/sharing and text-based academic content
  • OCSLD digi lit presentation

    1. 1. Introducing Literacies of the Digital Oxford Centre for Staff and Learning Development 10 March 2011 Helen Beetham 09/03/10 | | Slide 1
    2. 2. Not defining digital literacy ■ How are (personal, social, workplace, community, political, academic, professional...) practices changing as a result of digital technologies and networks? ■ What will be needed to thrive in these new practice contexts? (Graduate attributes...) ■ What experiences do learners need to have to become fluent in these practices? What challenges do they face? ■ How can institutions better value, support and develop these practices? slide 2
    3. 3. practices slide 3
    4. 4. contexts slide 4
    5. 5. Unpacking some tensions 09/03/10 | | Slide 5
    6. 6. Instrumental (skills-based) definition This course teaches absolute beginners to computing about what a valuable tool computers can be in society today, and the basics of using the mouse and the keyboard. There are two versions of the Microsoft Digital Literacy Standard curriculum... the examples and screen shots in the original curriculum feature Microsoft Office 2003 and Microsoft Windows XP, while Version 2 of the Digital Literacy Curriculum offers examples and screen shots from Microsoft Office 2007 and Microsoft Windows Vista. slide 6
    7. 7. Socially situated definition interpreting understanding analysing creating sharing meaning-making... information representation media Criticality Agency Value Purpose slide Identity 7
    8. 8. Kahn and Kellner (2005) Reconstructing Technoliteracy: a multiple literacies approach  Literacy is not a singular set of abilities but multiple...  effectively using socially constructed forms of communication and representation...  requires attaining competencies in practices and in contexts that are governed by rules and conventions...  necessarily socially constructed...  continuously evolving and shifting in response to social and cultural changes...  tethered to issues of power. http://und.academia.edu/RichardKahn/Papers/76417/ slide 8
    9. 9. digital = ‘tools are changing really fast!” slide 9
    10. 10. literacy = ‘learning stays much the same!' slide 10
    11. 11. Reframing literacy for a digital age 'we need a much broader reconceptualization of what we mean by literacy in a world that is increasingly dominated by electronic media' David Buckingham (2008) 'ICT is now integral to the development of early literacy and numeracy' National Literacy Trust study on Young People's Writing (2008) Far from being one among a multitude of capabilities, digital literacy is at the heart of what it means to learn, communicate, study and know. slide 11
    12. 12. Changes in knowledge practice: evidence  Transfer of attention from print to screen  Multiplicity of media: hyperlinked and hybrid media  Blurred boundaries of information and communication  Ubiquitous access to information and connectivity to others  Networked societies and interest groups  Offloading of cognitive tasks onto digital tools and networks  Power of the crowd (web 2.0 services, harnessing of communal 'knowledge' in new ways)  Presentation of self in digital contexts  Evidence of new modes of writing/composition (Cushman 2004)  Evidence of new preferences for visual media (Nicholas 2008)  Evidence of new participatory practices (Jenkins 2006) slide 12
    13. 13. (digital) literacy as a personal project or attribute Working on a project this size is quite a mammoth task under a tight timeframe...we had to organise video calls... it actually led us to better understand how a team would operate Student, Surrey case study The reason why I think it's so important to embed [digital literacy] is it's about scholarship and to be a student is to be part of a scholarly community. Lecturer, Salford case study slide 13
    14. 14. (digital) literacy as a political project ICTs play an essential role in supporting daily life in today's digital society. They are used at work, to stay in touch with family, to deal with public services as well as to take part in culture, entertainment, leisure and political dialogues. European Commission (statement on e-inclusion, 2010) slide 14
    15. 15. Why does digital literacy matter? Political agendas  Digital inclusion (entitlement, e-inclusion, digital society)  Employability and the digital economy – Building Britain’s Future – New Industry, New Jobs. Focus on the digital and creative industries  World-class skills (Leitch)  UK FE/HE in a global education market  Student satisfaction and meeting student expectations  Organisational capacity-building and workforce development slide 15
    16. 16. Why does digital literacy matter? Emerging educational contexts  'Educating the digital natives': new techno-social practices and their impacts  Connectivism and the limits of information literacy  Open content, learning in the wild  Open data, developing citizens of a new knowledge commons  Deepening inequalities including digital inequalities slide 16
    17. 17. What are the challenges for learners? slide 17
    18. 18. The 'native' case Learners are developing their own digital knowledge practices with little help from the formal education system  online social networking as a paradigm of active learning in communities (Redecker 2009)  evidence of deep networking and knowledge building in learners' informal practices (Siemens 2006)  participative practices as a new model for learning, which formal education should emulate (Jenkins 2006)  Literacies for Learning in Further Education (Ivanic et al. 2007) found features of Jenkins 'participative practices 'in learners' informal behaviour slide 18
    19. 19. Against the 'native' case  Learners ICT skills are less advanced than educators and learners think (Nicholas et al. 2008, JISC 2008-09)  Characterisation of young people as 'digital natives' hides many contradictions in their experiences (Luckin et al. 2009)  Learners' engagement with digital media is complex and differentiated (Bennet et al 2008, Hargittai 2009).  Learners experience many difficulties transposing practices from social contexts into formal learning (Cranmer 2006)  Active knowledge building and sharing, e.g. writing wikis, tagging, reviewing, recommending, repurposing, are minority activities to which most learners are introduced by educators (Selwyn 2009).  Some aspects of learners' everyday practice with technology are at odds with practices valued in traditional academic teaching (Beetham 2009) slide 19
    20. 20. Known pinch points in the learning experience  Information skills, critical information literacy (Google Generation, LXP, PIL, Learning from Digital Natives, ReVEEL, Digital Britain)  Support for use of technologies for learning, use of personal technologies (LXP, Learning from Digital Natives)  Induction and pre-induction, expectations of study (TESEP, LXP)  Tutor skills (Becta, LXP, Digital Natives)  Plagiarism, originality and authority, intellectual property  Confidence, criticality and curiosity about technology (LXP, Digital Natives)  Feedback and assessment, especially high stakes (REAP, NSS)  Digital identity/reputation, issues of safety/integrity (DigEULit, CEDEFOP) slide 20
    21. 21. Supporting C21st graduate outcomes 09/03/10 | | Slide 21
    22. 22. What would you describe as the priority for a literate graduate of the C21st? A B C D E high level skills for a knowledge economy creative production of ideas in multiple media critical information and technology literacy digital participation and citizenship personal and social resilience... What would (any of these) look like in practice? How might you describe the relevant capabilities? Discuss! slide 22
    23. 23. Looking at literacies developmentally Helen Beetham Lou McGill Allison Littlejohn Small-scale JISC study Reported in March 09 09/03/10 | | Slide 23
    24. 24. Aspects of practice academic literacies critical thinking problem solving reflection academic writing note-taking concept mapping time management analysis, synthesis evaluation creativity, innovation self-directed learning collaborative learning information and media literacies searching and retrieving analysing, interpreting critiquing evaluating managing resources navigating info spaces content creation editing, repurposing enriching resources referencing sharing content ICT literacies ICT skills web skills social networking using CMC using TELE using digital devices word processing using databases analysis tools assistive tech personalisation … slide 24
    25. 25. Stages of development relatively stable aspects of the person attributes practices skills access changeable and context-related aspects of the person (Beetham and Sharpe 2009) slide 25
    26. 26. Problems with current approach  Competence frameworks maintained by separate professional communities – how do learners integrate them in authentic tasks?  Little effort to interpret frameworks in subject contexts – how do learners develop new stances/identities in relation to knowledge?  Despite theoretical and professional commitments of support staff, access to support often based on model of competence and deficit  Competence frameworks reify current practice – how do learners respond to changing social/technological environments?  ICT frameworks focus on competences (rapidly obsolescent) rather than on situated, creative and critical technology use  Little or no support for media literacy – critical reading and creative (re)production – outside of specialist courses slide 26
    27. 27. Supporting Learners in a Digital Age (SLiDA)
    28. 28. Findings from SLiDA 1 Prepare students for their experience of learning with technology 2 Enable learners to use their own devices and services 3 Reconfigure campus spaces for social learning with technology 4 Listen to learners talk about their experiences of learning and technology; involve them iteratively in developments 5 Take a strategic approach to course design in which blended/technology enhanced learning is taken as the norm 6. Contextualise digital literacies within the discipline: give staff time to rethink their own practice and understand learners' needs 7. Start by recognising what students already know and use 8. Expect change to come about through multiple projects working across levels (curriculum, services, policy, learner experience) . slide 28
    29. 29. Key questions for us  In what knowledge practices do learners need proficiency, if they are to thrive as graduates in a digital economy and society?  What kinds of learning experience help them to develop these knowledge practices? slide 29
    30. 30. literacy as common entitlement  a foundational knowledge or capability, such as reading, writing or numeracy, on which more specific skills depend  a cultural entitlement – a practice without which a learner is impoverished in relation to culturally valued knowledge Ensuring all learners have functional access to core technologies, services and devices; developing core literacies; building capacity to learn across the lifecourse. attributes strategies entitlement skills equality of access access slide 30
    31. 31. literacies as difference attributes enhancement expression of difference strategies skills access Enabling learners to access and integrate own technologies, services, and learning communities; supporting the development of socio-technical practices; supporting achievement of personal goals and learning journeys. slide 31
    32. 32. What kind of experiences do learners need to have to develop literacies of the digital? How are those experiences best supported: A by institution-wide strategies and initiatives? B by specialist staff offering learner-centred support outside of the curriculum? C in the curriculum? D by other learners, informally and through groupwork and mentoring? Discuss! slide 32
    33. 33. Recommendations: what should we wish for?  Learning, living and working are understood to take place in a digital society: there is no separate space of learning which is 'digital'  Learners are blending their own personal and shared learning environments  There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse needs and preferences for study  Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners  The focus is on what formal post-compulsory education can uniquely provide: – e.g. self-direction, self-awareness, depth of attention, a critical stance, apprenticeship in professional and academic practice, creativity and innovation, social entrepreneurialism... slide 33
    34. 34. of academic knowledge practice Technologies are introduced according to the requirements of the curriculum Disaggregated services, deployed at particular points in the learning cycle (library, ICT, study skills, careers) Stable job market, 'employability' has clear features, particularly in specific vocations and professions Students typically on two-year (FE) or three-year (HE) programmes of study: ongoing relationship with institution Modular assessment: focus on achievement within clearly defined curriculum goals range of knowledge practices, for different contexts (Yes, and) the curriculum is continually modified by the impacts of technology in the environment Integrated support for students' learning development and different learning pathways Unstable job market: adaptability, resilience, multi-tasking, capacity to exercise judgement and management of multiple roles to the fore Students engaged in multiple forms of learning, often while employed and/or attending several institutions: relationships more flexible, short-term and contractual in nature Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how slide 34
    35. 35. Emerging educational agendas 'Educating the digital natives': new techno-social practices and their impacts Connectivism and the limits of information literacy Open content, learning in the wild Open data, developing citizens of a new knowledge commons Globalisation Deepening inequalities including digital inequalities slide 35

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