Merged service providing an opportunity to work more closely with IT Services staff in the Applications Support team. Creation of a Relationship Management Team. Start of discussion about Digital Skills training linking IT and Library. Restructuring of the team again to better support the needs of the University linked to increase emphasis on supporting research and student experience. Teaching and learning team are cross Directorate with 3 IT and 2 (FTE) Library Although working most of the consultation and developments of the project have mainly been over the last year we started looking at skills provision in 2011-12. LLiDA Project JISC – Beetham, Sharpe and McGill.
New Head of Relationship management – interest in developing coherent, meaningful and accessible DL provision across departments – raising the profile of the team. We knew there were areas of good practice from across the team, but we had no framework to articulate what we can/do provide support on and to uses as a tool to see where there might be gaps in provision.
Digital Literacy is…. The continuum of skills, behaviours and values associated with a digitally literate individual go beyond the functional information and IT skills, to embrace learning and thinking capabilities (JISC 2011, Secker & Coonan 2011). We take digital literacy to be the higher order critical skills and capabilities that enable a person to effectively find, evaluate, manage, create and share information and data; the confidence and agility to adopt to a range of appropriate technologies. JISC definition – DL as a broad holistic concept; it is the capabilities which fit an individual for living and working in a digital society. Goes beyond functional information and IT skills, to embrace learning and thinking capabilities.
JISC ‘Seven Elements of digital literacy’ Media Literacy, Information Literacy, Career and Identity management, ICT literacy, Learning skills, Digital scholarship, Communication and collaboration (Now Digital capabilities the 6 elements with media and information integrated)
Increased emphasis on digital literacy skills in HE: Joint Information Systems Committee (JISC) July 2009-2010 funded a review of digital literacy support within universities and collages ‘Learning Literacies in a Digital Ages’ (Beetham, Sharpe & McGill). Resulting in the development of a detail guide providing access to a range of case studies and resources to inspire the strategic development of digital literacies.
Literature review – Careers, Academic support, IT and Library
Student intern (PhD student) – literature review of current skills provision practice across HE.
The Framework is based on Beetham & Sharpe’s (2010) digital literacy development model, which describes the process of becoming digitally literate, moving from access and functional skills to higher level capabilities and attributes. (Access (I have), Skills (I can), Practices (I do), Identity (I have))
The framework can be used in the development of digital literacy materials, to identify intended learning outcomes and the planning of digital literacy development across an academic programme.
Attributes [Note: No intention at University level to define pre-set attributes] Characteristics and higher order capabilities: including the ability to engage, reflect and adapt in a personal, professional and academic setting using information and digital technologies. Practices Ways of thinking and acting: including the ability to create, plan, design, judge and behave appropriately when using information and digital technologies. Skills Personal capabilities: including the ability to find, manage, create and share information and data using appropriate technology. Understandings Knowledge and comprehension: the ability to integrate a concept into ones own understanding and to reflect on how this affects information and technology.
Find Obtain information and data, using effective search techniques and appropriate tools, for a specific task. Evaluate information, data and technologies obtained; access its appropriateness based on understanding of the information landscape Manage Organise, update and remove information, data and applications as appropriate. Create systematic structures to facilitate information and data retrieval; using digital tools to reflect on and record information, data and technologies. Create Use digital tools to produce, structure and present information. Synthesise and evaluate information to effectively communicate ideas; using appropriate academic conventions linked to discipline. Share Disseminate information and data, using appropriate platforms and formats, to enable access and reuse. Use appropriate online tools and methods to collaborate effectively; managing online presence proficiently.
This is also for practical reasons – over 40 different skills, so a long list wouldn’t be practical
Strong relationship built over many years with the department – with individuals and within meetings etc. Numerous teaching activities across the department’s programmes and modules – previously three dedicated members of library staff, just one under the new structure Not looking to make cuts or necessarily any changes, but important to justify/rationalise these offerings – are they still relevant and addressing the right skills? Example graduate attribute: students to be leaders and change agents within the NHS (SIP instead of dissertation) – practical, not theoretical
Non-traditional background of students Students make widespread use of support departments – lots of support embedded within modules, but students are also making wide use of appointments etc. – why is that? Referral service beyond the department rather than within? (staff training offered subsequently) We have focused on UG programmes
Now for what we actually did…
Get an idea about all intended learning outcomes across the programme and modules What assessments were associated with each module How this linked into the skills and understandings outlined in the DL framework What support was offered for DL skills either by us, by the department or other support services
Different types of assessment will require students to display certain digital literacy capabilities. Dependent upon the assessment criteria these may carry an associated contribution to the overall mark. The example below shows the links between the assessment format and criteria, linked to the integral associated digital literacy skills for producing an essay
Enabling digital skills and capabilities can also be identified and linked to the assessment criteria and intended learning outcomes. The identification of enabling skills can help identify opportunities to embed digital literacy and identify areas of progression across the curriculum. The example below shows some of the enabling skills associated with ‘outstanding use of source material’:
Staff consultation at committee meetings and via individual comments e.g. Board of Studies, UG Programmes Board, Library Committee – benefit of good relationship with department that I regularly attend all of these meetings Talk shortly about some of the areas which staff and students identified
Not making presumptions about gaps in skills – before the audit we through that ICT may be an issue Summarises the question of what skills were the department looking for and what skills the students felt they lacked.
Managing – students seemed able to find sources, but less confident at applying and integrating source material within assignments Critical – not understanding the difference between academic and popular sources i.e. lots of students citing blogs etc. Antonyms – students were presenting a very one-sided argument with little conflicting evidence Academic – identified a need to work more closely with the Writing Centre, who deal more closely with source integration and creating arguments
Staff digital literacy programme – good feedback on the programme so far – Reference management, Google Apps for Education, Literature searching, copyright, open access (collaborative programme) Development of online tutorials linked to intended learning outcome for first, second and third year module Focus of the face to face from entry to more advanced level skills – knowledge transmission to application and consolidation of skills and understandings
New Pro VC for Learning and Teaching 2012 – interested in spiral curriculum, programme level ILO, describes programme design as a ladder. Threshold concepts New strategy for 2015-2020, part of this is to introduce a York Pedagogy Programme design – programme level ILO, not graduate attributes Threshold concepts Considered student work and encounters Working with 6 depts at the moment (Propel, based on TeSTER – assessment and feedback)
Mapping digital literacy provision
Mapping Digital Literacy
Mapping Digital Literacy
Digital literacy at York
Strategy development and framework
Working with Health Sciences
Deliverables and outcomes
Library & IT Services merged in 2011 creating a new Relationship Management
Team integrating Academic Liaison and the Application Support Team.
Team restructured in January 2014: Academic Liaison, Research Support , and
Teaching & Learning.
Information and ICT Literary at York
The embedded information literacy workshops had developed organically with
academic liaison librarians working independently to design lessons -- time to take
a more structured approach to ensure consistency in the provision across
departments and work collaboratively to address IT skills.
We wanted to adopt a framework to clearly express the kinds of skills support our
support departments were able to offer to academic departments.
Increasingly important across the HE sector, linked to employability strategies and
life long learning.
Development of curricula and frameworks to illustrate digital literacy skills,
practices and attributes.
Skills Development and Provision in HE
Careers Library IT Services
York Digital Literacy framework
The Framework articulates the attributes, practices, skills and
understandings of a digitally literate person. Providing an overview of some
of the capabilities linked to ICT, media and information usage and creation.
The Framework is based on Beetham & Sharpe’s (2010) digital literacy
Digital literacy skills and understandings
The skills and understandings categories are grouped
thematically and linked to some of the core activities
associated with information and digital literacy.
search strategies to
• That revising and adapting search strategies,
based upon the capabilities of the search
platform, content and results retrieved, is
crucial to effective searching
• That there are a range of search techniques
• How using different search strategies will
impact on the results found
Working with Health Sciences
We chose to work with the Health Sciences department due to our strong pre-
existing relationship, which includes a wide range of embedded teaching activities
and student support.
The department is also undertaking work on programme level design and to map
graduate attributes across its programmes.
The Health Sciences department includes more than 1,300 students, the vast
majority of which are UG students.
Students follow a number of different pathways and are often working part-time
alongside their studies.
Aims of the Digital Literacy
• To map the current provision of
digital skills in Health Sciences
• To understand students’ strengths
and weaknesses in digital literacy
• To develop a range of bespoke
materials to support students’ skills
Analysis of module content across the whole of the BSc Nursing degree. Mapping
digital skills to learning outcomes and assessments.
Review of the current information literacy workshop content and support
Supporting the development of digital capabilities
linked to assessment
Mapping the assessment of digital literacy capabilities
across the BSc Nursing programme
Opportunities for developing digital capabilities
We gathered a range of feedback from students and staff in the department.
Staff were consulted at various departmental committees and were asked to
comment on our proposals.
Students were asked to complete a bespoke feedback form in classes and online,
which asked them to identify areas in which they would like additional skills
The Library literate nursing student
What skills do you need?
Results of the consultation
Students and staff identified a number of key areas in which more support
Critical appraisal and
developing a counter
Digital literacy and
Training the trainer to enable cascade training for digital skills enabled some of the
responsibility to be passed back to the academics.
Development of online materials meant that face to face encounters could be more
worthwhile and meaningful.
Collaborative Digital Skills Provision
As a result of the review we plan to introduce a collaborative digital skills blended
learning programme. Experts from the department, library, IT and academic support
will all contribute to the development and delivery of the programme.
Digital literacy reviews planned with Archaeology and Environment, to map
provision across the curriculum and to further develop embedded digital literacy
Working on the development of generic online and face to face digital literacy
University Learning and Teaching Strategy 2015-2020
New strategy with a teaching and learning strand: research led teaching, with a
focus on programme level design and student work; resulting in a planned review
of programmes across all departments.