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Developing digital literacy, Highbury College

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Slides for afternoon workshop at Highbury College, Portsmouth.
12 December 2012

Published in: Education
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Developing digital literacy, Highbury College

  1. 1. SUPPORTING DIGITAL LITERACY DEVELOPMENT IN OUR STUDENTSDr. Rhona Sharpersharpe@brookes.ac.ukFor Highbury College, Portsmouth12 December 2012Oxford Centre for Staff and Learning Developmentbrookes.ac.uk/services/ocsld
  2. 2. How are learners making use oftechnology to support their studies?
  3. 3. NEW LEARNERS?Does education require a revolution to accommodate upand coming digital natives?
  4. 4. OVERVIEW OF CURRENT RESEARCHLiteracy practices in everyday life:Multi-modal PurposefulMulti-media Clear sense of audienceShared GenerativeNon-linear Self-determinedAgenticIvanic et al (2007) Literacies for learning in FurtherEducation. http://www.lancs.ac.uk/lflfe/index.htm
  5. 5. NEW DEMANDS ON EDUCATIONSense making Computational thinkingSocial intelligence New media literacyAdaptive thinking Cognitive loadCross-cultural managementcompetency TransdisciplinarityVirtual collaboration Design mindsetFUTURE WORK SKILLS 2020
  6. 6. OVERVIEW OF CURRENT RESEARCHDigital natives are not necessarily digitally literate,although they: 1. Demonstrate literacy practices informed by use of technology 2. Have high expectations of institutions to provide robust and accessible technology 3. Have a very broad view of the role of technology in learning 4. Sometimes use technology in ways that we have not predicted and that we can learn from.
  7. 7. How would you characterizea digitally literate learner?
  8. 8. DEFINITIONS“The use of the term literacy implies a broaderform of education about media that is notrestricted to mechanical skills or narrow forms offunctional competence. It suggests a morerounded, humanistic conception‟(Buckingham, 2006)“Digital literacy expresses the sum of capabilitiesan individual needs to live, learn and work in adigital society” (JISC, Developing Digital LiteracyWorkshops, 2011)
  9. 9. TAXONOMIESFerrari, A. (2012) Digital competence in practice: ananalysis of frameworks. JRC Technical Report. EU.
  10. 10. DEVELOPMENTAL MODELSSharpe and Beetham 2010 attributes „I am . . .‟ personal practices „I do . . .‟ skills „I can . . .‟ functional access „I have . . .‟
  11. 11. BRINGING IT ALL TOGETHERAt Oxford Brookes University, digital andinformation literacy is defined as ..The functional access, skills and practicesnecessary to become a confident, agileadopter of a range of technologies forpersonal, academic and professional usehttps://wiki.brookes.ac.uk/display/slidacases/Oxford+Brookes
  12. 12. REFLECTION POINT 1What definition of digital literacy wouldmake sense and help people to takeaction, in your context of work? Tweet your thoughts using the tag #dlhighbury
  13. 13. WHOSE RESPONSIBILITY?
  14. 14. Implications of the developmental framework 1From ISL
  15. 15. Implications of the developmental framework 2From ISL
  16. 16. BIRKENHEADhttps://wiki.brookes.ac.uk/display/slidacases/
  17. 17. ABINGDON AND WITNEY
  18. 18. DALLI
  19. 19. OXFORD BROOKES UNIVERSITYDefining digital andinformation literacywithin the context ofthe discipline.
  20. 20. What does it mean to bedigitally literate in . . .? Use online databases to conduct systematic reviews. Analyse data in Excel to produce scientific reports.Health and life Maintain electronic patientsciences care records appropriately. Evaluate the role of assistive technologies in advancing health and social care practice.
  21. 21. What does it mean to bedigitally literate in . . .? Use relevant software to solve complex automotive engineering problems.Technology Work with models that simulate the behaviour of theand physical world.engineering Produce high quality output using the latest software tools.
  22. 22. ACTIVITY: WHAT EXPERIENCESMOVE LEARNERS ON?
  23. 23. REFLECTION POINT 2What experiences which move students onalready exist at Highbury?What more could you be doing?Tweet your thoughts to #dlhighbury
  24. 24. WHAT MOVES LEARNERS ON?Digital literacy developments that seem to beworking well are: Rooted in the disciplines Developed in role, as and when needed Allow students to learn informally from peers Encompasses learners’ digital identity Formal learning in curriculum structures remains critical
  25. 25. SHARING RESPONSIBILITY WITH STUDENTSInStePP project, Oxford Brookes
  26. 26. SHARING RESPONSIBILITY WITH STUDENTSInStePP project, Oxford BrookesThe staff are asking us to do things like, "how dowe integrate Twitter with this?" and, okay, I dontknow, gimme five minutes and Ill go and find out.And thats how Ive always worked.… I will goaway and make myself an expert in that field andthen come back and pass on thatknowledge, enable other people to go and use thatsoftware(ePioneer 2, JISC cluster group 6 Sep 2012).
  27. 27. ACTIVITY: ACTION PLANNINGDivide into four equally sized groups ….
  28. 28. REFLECTION POINT 3What will you personally do next to movethis agenda on?Tweet your thoughts to #dlhighbury
  29. 29. SUMMARYGraduates who will thrive in the digital age will need the confidence and agility to respond to complex and changing circumstance.The powerful influence of context means that teachers and their institutions should take the lead in developing their learners.Learner development can be understood as developing functional access, skills, personal practices and attributes.
  30. 30. CREDITSMuch of the research on which this presentation isbased was funded by the JISC, including• The Learners Experiences of e-learning programme• The Supporting Learners in a Digital Age project• The InSTePP projectThe images used in this presentation are taken fromthe JISC Learner Experiences with E-learning keymessages slides, available fromhttps://mw.brookes.ac.uk/display/JISCLE2Sources can be found on my Delicious account, tagged„Highbury‟.

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