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Exploring How University Lecturers Construct Their Knowledge Of Information And Digital Literacy - Paul Cannon

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EXPLORING HOW
UNIVERSITY
LECTURERS
CONSTRUCT
THEIR
KNOWLEDGE OF
INFORMATION
AND DIGITAL
LITERACY
Paul Cannon
@pcann_LIS

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STUDY CONTEXT AND
METHODOLOGY
PROFESSIONAL
DOCTORATE
Blended, part-time
doctorate
Professional, reflective
practice
Transf...

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DIGITAL
LITERACY
THROUGH AN
INFORMATION
LITERACY LENS
3

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Exploring How University Lecturers Construct Their Knowledge Of Information And Digital Literacy - Paul Cannon

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Presented at LILAC 2022

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Exploring How University Lecturers Construct Their Knowledge Of Information And Digital Literacy - Paul Cannon

  1. 1. EXPLORING HOW UNIVERSITY LECTURERS CONSTRUCT THEIR KNOWLEDGE OF INFORMATION AND DIGITAL LITERACY Paul Cannon @pcann_LIS
  2. 2. STUDY CONTEXT AND METHODOLOGY PROFESSIONAL DOCTORATE Blended, part-time doctorate Professional, reflective practice Transformative change PROFESSIONAL CONTEXT University of Glasgow, a Russel Group ancient university A Research Libraries UK member 13/04/2022 STUDY CONTEXT UWS, a Million+ modern university Four campuses across Scotland, one in London. CONTEXTUAL CONSTRUCTIONISM A relativist stance, seeking to understand the experiences of lecturers in relation to their social and cultural practices @PCANN_LIS 2
  3. 3. DIGITAL LITERACY THROUGH AN INFORMATION LITERACY LENS 3
  4. 4. A MULTI-PHASE STUDY PHASE ONE Rapid review of the literature PHASE TWO ANCIL for lecturers and scoping digital literacy frameworks PHASE THREE Multi-professional workshops PHASE FOUR Benchmark of lecturer digital competence 13/04/2022 @PCANN_LIS 4
  5. 5. PHASE ONE What do you think the key themes were? 13/04/2022 @PCANN_LIS A RAPID REVIEW OF THE LITERATURE
  6. 6. THEMES FROM THE RAPID REVIEW The level of digital competence in lecturers is variable across all population characteristics VISITORS AND RESIDENTS? TIME, TIME, TIME Lack of training and time is a barrier to developing digital competence CONFIDENCE Digital confidence is a recurrent issue for lecturers PEDAGOGY Technology use is determined by the pedagogical relevance of the tool STUDENTS VS LECTURERS Students self-assess as digitally competent, lecturers do not @PCANN_LIS 6
  7. 7. PHASE TWO
  8. 8. 13/04/2022 What digital literacy framework(s) do you use in your university? DIGITAL LITERACY FRAMEWORKS
  9. 9. PHASE THREE
  10. 10. HARMONISED DIGITAL COMPETENCIES, DISTILLED THROUGH AN INFORMATION LITERACY LENS SCONUL Seven Pillars Digital Literacy Lens Jisc Developing Digital Literacies EC DigiComp
  11. 11. 8/03/20XX PITCH DECK 11 NO AGREEMENT BETWEEN WORKSHOP GROUPS 1 2 3 4 5 A : Underpi n ni n g c B : Worki n g i n a C : Eval u ate the D : Assess your E : Mappi n g and F : Cri t i c al l y eval u G : Identi f y th H : Resource di s c I : Identi f y key J : Devel o p reso K : Identi f y subj L : Identi f y the M : Managi n g i n f N : Devel o p i n for O : Uti l i s e refer P : Devel o p appr Q : Ethi c al di m e R : Devel o p an a S : Compare di s s T : Presenti n g a U : Identi f y publ i c V : Identi f y publ i c W : Soci a l di m ens X : Acti o nabl e kn Y : Informati o n Z : Suppl e mentar AA : Not requi r e 1 : B r ow si ng, sear chi ng and f i l t er i ng i nf or m at i on 2 : C ol l abor at i ng t hr ough di gi t al channel s 3 : C opyr i ght and Li cences 4 : D evel opi ng cont ent 5 : E ngagi ng i n onl i ne ci t i zenshi p 6 : E val uat i ng I nf or m at i on 7 : I dent i f yi ng di gi t al com pet ence gaps 8 : I dent i f yi ng needs and t echnol ogi cal r esponses 9 : I nnovat i ng and cr eat i vel y usi ng t echnol ogy 1 : I nt egr at i ng and r e- el abor at i ng 11 : I nt er act i ng t hr ough t echnol ogi es 12 : M anagi ng di gi t al i dent i t y 13 : Netiquette 1 4 : Pro g ra m m i n g 15 : P r ot ect i ng devi ces 16 : P r ot ect i ng heal t h 17 : P r ot ect i ng per sonal dat a 18 : P r ot ect i ng t he envi r onm ent 19 : S har i ng i nf or m at i on and cont ent 2 : S ol vi ng t echni cal pr obl em s 21 : S t or i ng and r et r i evi ng i nf or m at i on 22 : T he capaci t y t o adopt and devel op new pr act i ces w i t h di gi t al t echnol ogy 23 : T he capaci t y t o col l at e, m anage, access and use di gi t al dat a 24 : T he capaci t y t o com m uni cat e ef f ect i vel y i n di gi t al m edi a and spaces 25 : T he capaci t y t o cr i t i cal l y r ecei ve and r espond t o m essages i n a r ange of di gi t al m edi a 26 : T he capaci t y t o desi gn and- or cr eat e new di gi t al ar t ef act s and m at er i al s 27 : T he capaci t y t o devel op and pr oj ect a posi t i ve di gi t al i dent i t y or i dent i t i es and t o m anage di gi t al r eput at i on 28 : T he capaci t y t o f i nd, eval uat e, m anage, cur at e, or gani se and shar e di gi t al i nf or m at i on. 29 : T he capaci t y t o l ook af t er per sonal heal t h, saf et y, r el at i onshi ps and w or k- l i f e bal ance i n di gi t al set t i ngs 3 : T he capaci t y t o par t i ci pat e i n and benef i t f r om di gi t al l ear ni ng oppor t uni t i es 31 : T he capaci t y t o par t i ci pat e i n di gi t al t eam s and w or ki ng gr oups 32 : T he capaci t y t o par t i ci pat e i n, f aci l i t at e and bui l d di gi t al net w or ks 33 : T he capaci t y t o suppor t and devel op ot her s i n di gi t al l y- r i ch set t i ngs 34 : T he capaci t y t o use di gi t al evi dence t o sol ve pr obl em s and answ er quest i ons 35 : T he use of I C T - based devi ces, appl i cat i ons, sof t w ar e and ser vi ces. 36 : T he use of I C T - based t ool s t o car r y out t asks ef f ect i vel y, pr oduct i vel y, and w i t h at t ent i on t o qual i t y. 37 : A ccess, r ead and dow nl oad di gi t al i nf or m at i on and dat a 38 : A ssess di f f er ent di gi t al f or m at s and sel ect t hose t o m eet cur r ent need 39 : A ssess how onl i ne col l abor at i on can enhance academ i c pr act i ce 4 : A ssess t he qual i t y, accur acy, r el evance, cr edi bi l i t y, f or m at and accessi bi l i t y of di gi t al m at er i al 41 : A ssess t he sui t abi l i t y of di gi t al cont ent f or t he i nt ended audi ence 42 : A ssess w hi ch f or m ( s) of di gi t al m edi a best m eet s t he cr i t er i a i dent i f i ed 43 : A ssi gn m et a- dat a t ags t o cont ent t o enabl e f ut ur e di scover abi l i t y 44 : C i t e and r ef er ence el ect r oni c sour ces appr opr i at el y 45 : C om m uni cat e ef f ect i vel y i n a di gi t al envi r onm ent , usi ng appr opr i at e t ool s, t o m eet audi ence needs, t aki ng account of accessi bi l i t y i ssues 46 : C onf i dent l y use t he di gi t al m edi a appr opr i at e f or pr esent at i on 47 : C ont i nuousl y assess how t he use of di gi t al cont ent and t ool s coul d enhance academ i c pr act i ce 48 : D evel op an onl i ne per sonal pr of i l e usi ng appr opr i at e net w or ks and t echnol ogi es 49 : E ngage i n onl i ne col l abor at i on and net w or ki ng t o access and shar e i nf or m at i on 5 : I dent i f y appr opr i at e onl i ne sear ch t echni ques 51 : I dent i f y gaps i n know l edge r el at i ng t o di gi t al t ool s or cont ent 52 : I dent i f y gaps r el at i ng t o t he use, appl i cat i on or devel opm ent of di gi t al envi r onm ent s and t ool s 53 : I dent i f y sear ch t ool s f or l ocat i ng qual i t y di gi t al m at er i al 54 : M anage di gi t al r esour ces ef f ect i vel y t aki ng account of ver si on cont r ol , f i l e st or age and r ecor d keepi ng i ssues 55 : M axi m i se di scover abi l i t y of ow n di gi t al m at er i al usi ng i ndexi ng st r at egi es 56 : P er sonal i se t he di gi t al envi r onm ent accor di ng t o need 57 : R ead onl i ne i nf or m at i on cr i t i cal l y, t aki ng i nt o account access r est r i ct i ons 58 : R ecogni se t he i m por t ance of ski l l s i n l ocat i ng, cr eat i ng m anagi ng and shar i ng i nf or m at i on t hr ough a var i et y of di gi t al f or m s 59 : R ecogni se w her e di gi t al sol ut i ons can m eet a speci f i c i nf or m at i on t ask or need 6 : R em ot el y access ext er nal di gi t al sour ces i n or der t o ext end oppor t uni t i es f or di scover y 61 : S el ect appr opr i at e publ i cat i on and di ssem i nat i on out l et s t o shar e i nf or m at i on 62 : S t ay saf e and, i f necessar y, pr i vat e i n t he di gi t al w or l d 63 : U se a r ange of di gi t al r et r i eval t ool s and t echnol ogy ef f ect i vel y 64 : U se appr opr i at e t ool s t o or gani se di gi t al cont ent and dat a ( soci al bookm ar ki ng, bi bl i ogr aphi c sof t w ar e) 65 : U se di f f er ent onl i ne com m uni cat i on appr oaches t o ext end r each 66 : U se new t ool s and t echnol ogi es as t hey becom e avai l abl e and eval uat e t hem f or sui t abi l i t y
  12. 12. A MULTI-PHASE STUDY PHASE ONE Rapid review of the literature PHASE TWO ANCIL for lecturers PHASE THREE Multi-professional workshop PHASE FOUR Benchmark of lecturer digital competence 13/04/2022 @PCANN_LIS 12 PHASE FOUR Lecturer interviews
  13. 13. OVERARCHING THEME LECTURER CONSTRUCTION OF DIGITAL COMPETENCE IS STILL AT AN EMBRYONIC STAGE “Sorry, I'm just thinking... I mean, I don't know.” (Amal) “I think, if I was just straight in the door in my first teaching post, I think that would be probably quite low down on my list of priorities.” (Jamie) 13/04/2022 @PCANN_LIS 13
  14. 14. THEME ONE THE REASONS FOR GAPS IN LECTURER DIGITAL COMPETENCE IS MANY AND VARIED “I think this is just crucial actually. It is to a) know that you've got gaps and that's maybe a bit that's a problem probably because you don't know until you start to think about how am I to use this tool.” (Ashley) “…it's become so much clearer that not everyone still, even today, have the same kind of digital not capabilities but just the capacity.” (Masami) 14
  15. 15. THEME TWO PEDAGOGY AND ILOS ARE THE CENTRAL CONSTRUCT FROM WHICH DIGITAL TECHNOLOGY IS ADOPTED AND DIGITAL COMPETENCE FORMED “I think what do I really want to communicate and how do I want to communicate it, and then that would dictate what type of device that is going to be suitable.” (Efe) “So it's that adaptability, that I think we need to get to […] What am I trying to achieve? What do I want to try to achieve? What might be the various tools I might use? Do I know how to use that one?” (Ashley) 15
  16. 16. THEME THREE THE UNIVERSITY DIGITAL ENVIRONMENT DETERMINES WHETHER TECHNOLOGY ADOPTION WILL BE SUCCESSFUL “The appreciation of simplicity is underdeveloped within those that do not teach but have the power to devise rules for those who do teach.” (Amal) “We've got a new system coming into play that has almost come out of the blue […] and now we've been told that [new technology] isn't coming along. And I think it's caused a huge amount of confusion…!” (Evelyn) 13/04/2022 @PCANN_LIS 16
  17. 17. THEME FOUR LECTURERS REQUIRE GUIDANCE AND SUPPORT TO INCREASE THEIR DIGITAL COMPETENCE AND TECHNOLOGY UTILISATION “I probably don't have the time to do lots of different, like, testing about I just find something and then go, okay, "that'll do".” (Masami) “[Universities have not said] right, "If you want to use […] whatever here's the success criteria.” (Ashley) “I think that you're meant to know things. If you don't, it's an absolute harassment […] it's just this sort of career long learning stuff that can be quite, sort of, you know, [pause], sometimes it's quite dispiriting.” (Sam) 17
  18. 18. THEME FIVE PEERS AND STUDENTS ARE CRUCIAL TO THE ACQUISITION OF NEW KNOWLEDGE “the team is the method […] to share those sorts of things [new technologies]”. (Sam) “[Students say] Have you heard of this thing?" [On observing students] "How did you do that? Where did you learn that from?” “…so there's that kinda, you know, comes from top-down, bottom-up, from across the way as well.” (Evelyn) 18
  19. 19. THEME SIX DIGITAL AND INFORMATION LITERACY FRAMEWORKS LACK MEANING AND CONTEXTUAL INFORMATION “I think it makes them so much harder to understand if it's not written in proper English” (Amal) “buzzword”, “meaningless” (Jude) “[This will] freak me out” (Sam) “[I feel] frustrated by reading this” (Amal) “there is something wrong somewhere” (Jude) 13/04/2022 @PCANN_LIS 19
  20. 20. MOVING FORWARD • Where are we with information and digital literacy? • How do we use and sell our epistemological knowledge to the wider university community? • Do we have the pedagogical knowledge to support lecturers? • How do we collaborate with our professional service colleagues to influence the digital environment? • What support measures can we put in place? 13/04/2022 @PCANN_LIS 20
  21. 21. THANK YOU Paul Cannon b00297276@studentmail.uws.ac.uk @pcann_LIS ORCiD: 0000-0001-8721-1481 Academic supervisors Dr Glenn Marland Dr Debbie Waddell Dr Laura McMillan 13/04/2022 21
  22. 22. [1] Photo by lucas law on Unsplash [2] © University of the West of Scotland. All rights reserved. [3] Digital capabilities: the six elements ©Jisc and Helen Beetham. CC BY-NC-ND [5] Photo by Mario Gogh on Unsplash [6] Photo by George Pagan III on Unsplash [7] Photo by Bernard Hermant on Unsplash [8] Photo by Ashkan Forouzani on Unsplash [9 & 11] © Paul Cannon. All rights reserved. [13] Photo by Jon Tyson on Unsplash [14] Photo by Bruno Figueiredo on Unsplash [15] Photo by Joanna Kosinska on Unsplash [16] Photo by Taylor Vick on Unsplash [17] Photo by Matthew Waring on Unsplash [18] Photo by Papaioannou Kostas on Unsplash [19] Photo by Grant Jacobson on Unsplash [20] Photo by 愚木混株 cdd20 on Unsplash [21] Photo by Morvanic Lee on Unsplash [22] Photo by Ailbhe Flynn on Unsplash SLIDE NUMBER IN BRACKETS IMAGE CREDITS

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