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Copyright, E-learning and Digital Literacy: teaching and learning in the digital age

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Keynote presentation at the Universidad de la Republica, Uruguay on 23rd August for the 10th anniversary celebration of ProEVA

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Copyright, E-learning and Digital Literacy: teaching and learning in the digital age

  1. 1. Copyright, E-learning and Digital Literacy: teaching and learning in the digital age Dr Jane Secker Chair of CILIP Information Literacy Group, Senior Lecturer, City, University of London @jsecker @ukcopyrightlit @infolitgroup
  2. 2. What am I talking about? The impact technology Teaching learning Digital and informatio literacy Copyright
  3. 3. WHAT DOES IT MEAN TO TEACH IN THE DIGITAL AGE?
  4. 4. New opportunities: Connectivism
  5. 5. Information Overload?
  6. 6. CAN ONLINE LEARNING AND TECHNOLOGY LIBERATE?
  7. 7. What does it mean to be….. Photo by Alex Holyoake on Unsplash
  8. 8. Building open systems….
  9. 9. MOOCs
  10. 10. Safiya Umoja Noble
  11. 11. BROKEN
  12. 12. “Confused, cautious, faintly nauseous!” “Frustrated, confused. Can I risk it? Can my organisation risk it?” “Worried, anxious” “Like the receiver (and thrower) of a hot potato”
  13. 13. Sharing in the digital age
  14. 14. Copyright matters
  15. 15. Creative Commons Cultural Commons
  16. 16. Education might save us… Syrian refugee childen in a Lebanese school by DFID CC-BY-SA https://flic.kr/p/p1rLZH
  17. 17. Who might help? • Librarians • Teachers • Lecturers • Learners themselves • All working in collaboration.
  18. 18. It’s all about literacies….. Digital literacy Information literacy Copyright literacy
  19. 19. Information Literacy is…… “…the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society.” CILIP Definition of Information Literacy 2018
  20. 20. What I’ve learnt from studying information literacy • Frameworks are helpful : ANCIL, ACRL, SCONUL 7 Pillars • It’s a global issue: ACRL Global Perspectives study • We need more evidence about the impact on learning: • UK IL research bursaries, Project Information Literacy, ARFIS
  21. 21. What I’ve learnt from teaching information literacy • It’s complex and dangerous to make assumptions about what people know or what students want or need • Many teachers and academics do care but don’t understand how to foster these abilities in students • Concealing complexity helps users but is problematic • We need ways to expose information structures and privilege
  22. 22. A word about digital natives…
  23. 23. Critical digital literacy Hinrichsen & Coombs (2014).
  24. 24. Copyright infringement • Understanding what causes it • Ideological objections • For some it’s to do with not wanting to pay for content or not being able to afford it but…. • For many it’s to do with the ease of getting access to content when there might not be a legitimate route.
  25. 25. Copyright literacy is…… “acquiring and demonstrating the appropriate knowledge, skills and behaviours to enable the ethical creation and use of copyright material.” Secker and Morrison, 2016, p.211
  26. 26. What I’ve learnt from studying copyright literacy • Copyright is frustrating, confusing and a professional problem • Some librarians and teachers want to help, some want to run away because they worry about risk • We often feel caught in the middle and morally conflicted because of our role providing people with access to information and knowledge • This is a key issue in education today
  27. 27. Building copyright literacy Education not training Balance between content and approach Getting comfortable with uncertainty Avoiding binaries ?
  28. 28. The value of games and play
  29. 29. So what is the answer? • Embedding open practices: • Education for librarians • Education for teachers and university lecturers (new and existing professionals) • Education for students in all disciplines • Open becomes the default and the norm
  30. 30. Embedding open practices in higher education • EDM122: Digital Literacies and Open Practice • 15 credit module at City, University of London • Starts October 2018 • Part of the Masters in Academic Practice • Sign up to the blog to join the discussions https://blogs.city.ac.uk/dilop/
  31. 31. Credits With thanks to Chris Morrison and Lisa Jeskins All Images are CC-0 from Unsplash.com apart from Slide 2, 12,17, 18, 19, 20 and 27 which includes images and logos under Section 32 of the Copyright Designs and Patents Act (illustration for instruction) and Slide 31 which includes open clip art
  32. 32. Further reading Crash Course: Introduction to Intellectual Property 1 (2015) https://www.youtube.com/watch?v=RQOJgEA5e1k CILIP Definition of Information Literacy (2018) Available at: https://infolit.org.uk/ILdefinitionCILIP2018.pdf Digital Literacies and Open Practice (2018) https://blogs.city.ac.uk/dilop/ Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21. Morrison, C and Secker J. (2015) Copyright Literacy in the UK: a survey of librarians and other cultural heritage sector professionals. Library and Information Research. 39 (121) http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/675 Morrison, C & Secker, J. (2017). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38 (6/7) Noble, Safiya (2018) Algorithms of Oppression: how search engines reinforce racism. New York University Press. Secker, J and Morrison, C. (2016) Copyright and E-learning: a guide for practitioners. Facet publishing: London. Todorova, Tania et. al. (2017) Information Professionals and Copyright Literacy: A Multinational Study. Library Management, 38 (6/7) https://copyrightliteracy.org/ @UKCopyrightLit
  33. 33. Thank you Any questions? @jsecker Jane.Secker@city.ac.uk copyrightliteracy.org

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