Developing digital literacies - Sarah Davies - OWD13
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Sessieronde 3 Zaal: Rotterdam Hall Titel: Developing digital literacies Spreker: Sarah Davies (Jisc)
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Developing digital literacies - Sarah Davies - OWD13
- 1. To add a background image to this slide; drag a picture to the placeholder below, or click the icon in the centre of the placeholder to browse for and add an image. Once added, the image can be cropped, resized or repositioned to suit. 13/11/2013 Developing digital literacies Sarah Davies, Jisc, UK
- 2. What is ‘digital literacy’? » The capabilities which fit us for living, learning and working in a digital society 12 November 2013 SURF Education days 2
- 3. ICT literacy Learning skills Information literacy DIGITAL LITERACY Life planning Media literacy Digital scholarship 13/11/2013 Developing Digital Literacies Communication Collaboration slide 3
- 4. Digital literacy development attributes identity 'I am...' practices in context ‘I do...' skills 'I can...' access and awareness 'I have...' (Beetham and Sharpe 2009 & 2010) 12 November 2013 SURF Education days 4
- 5. What are your digital literacy challenges? » What are you trying to achieve in the area of digital literacies? › Who are you supporting, to do what, and how? › What barriers have you encountered? 12 November 2013 SURF Education Days 5
- 6. Lessons learned » Institutional policy and process » Organisational culture and attitudes » Developing a supportive infrastructure » Professional services and student support » Developing digital practices in the curriculum » Developing academic staff » Developing students’ digital literacies » Students as change agents 12 November 2013 SURF Education Days 6
- 7. Institutional policy and process Senior champion Reviews and process Strategies Evidence 13/11/2013 Developing Digital Literacies Context Discuss digital Parallel activities slide 7
- 8. Organisational cultures and attitudes » What influences senior managers, academics, professional staff, students? » Impact of organisational change » Link with other drivers or initiatives » Let the medium be the message » Communities of practice » Mini-projects » Wide range of stakeholders 12 November 2013 SURF Education Days 8
- 9. Developing a supportive infrastructure » Wifi is king » Personal devices and services can be used effectively for educational purposes » But ‘bring your own device’ is not yet fully supported in infrastructure & culture » Students have different needs, digital » Dialogue between IT teams and lecturers, researchers and students 12 November 2013 SURF Education Days CC philcampbell on Flickr practices and identities – flexible tasks and environments 9
- 10. Professional services and student support » Rise awareness of digital tools and practices » Time for professional development and networking » Professional identity, accreditation and recognition » Models or frameworks may help » ‘Just in time’ integrated student support 12 November 2013 SURF Education Days 10
- 11. Developing digital practices in the curriculum » Digital practices for academic success are subject specific and best practiced in a disciplinary context » Subject-specific digital attributes? » Curriculum design is key – embed digital into quality mechanisms and graduate attributes » Academic vs general technologies » How digitally skilled do teaching staff need to be? » Digital learning activities should be creative and appropriately assessed 12 November 2013 SURF Education Days 11
- 12. Developing academic staff » Developing professional digital identity is motivator » Digital practices for research and collaboration » Need examples of good practice, relevant to discipline » Need time, space and support » Models or practical approaches? » Reflective practice is scary but powerful » Cohorts can share ideas and develop into communities of practice 12 November 2013 SURF Education Days 12
- 13. Skills audits and quizzes Information Junkie 12 November 2013 Your Score = 10 SURF Education days 13
- 14. Developing students’ digital literacies » Student confidence is usually ahead of their capability » Even proficient users of technology need help with academic applications » Diagnostic/audit tools are useful » Different types and levels of guidance needed » Opportunities to learn from peers » Digital study practices are largely established in the first year » Motivated by developing an online professional identity » Tutor practices and course requirements are crucial 12 November 2013 SURF Education Days 14
- 15. Students as change agents » Staff-student partnerships are powerful in driving change. » Sharing complementary skills » Models of engagement » Student roles: researchers, ambassadors, designers/developers, representatives and champions » Great development opportunity for students » Able to innovate as they understand user needs and have less stake in status quo 12 November 2013 SURF Education days 15
- 16. Find out more… Developing digital literacies Sarah Davies Programme manager s.davies@jisc.ac.uk jisc.ac.uk bit.ly/diglitds Except where otherwise noted, this work is licensed under CC-BY-NC-ND 13/11/2013 SURF Education days 16
Editor's Notes
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- ICT/computer literacy: the ability to adopt and use digital devices, applications and services in pursuit of goals, especially scholarly and educational goals information literacy: the ability to find, interpret, evaluate, manipulate, share and record information, especially scholarly and educational information, for example dealing with issues of authority, reliability, provenance, citation and relevance in digitised scholarly resources. media literacy, including for example visual literacy, multimedia literacy: the ability to critically read and creatively produce academic and professional communications in a range of media communication and collaboration: the ability to participate in digital networks of knowledge, scholarship, research and learning, and in working groups supported by digital forms of communication digital scholarship: the ability to participate in emerging academic, professional and research practices that depend on digital systems, for example use of digital content (including digitised collections of primary and secondary material as well as open content) in teaching, learning and research, use of virtual learning and research environments, use of emergent technologies in research contexts, open publication and the awareness of issues around content discovery, authority, reliability, provenance, licence restrictions, adaption/repurposing and assessment of sources. learning skills: the ability to study and learn effectively in technology-rich environments, formal and informal, including: use of digital tools to support critical thinking, academic writing, note taking, reference management, time and task management; being assessed and attending to feedback in digital/digitised formats; independent study using digital resources and learning materials life-planning: the ability to make informed decisions and achieve long-term goals, supported by digital tools and media, including for example reflection, personal and professional development planning, CV building, identity and reputation management, showcasing achievements (From the briefing paper written by Helen Beetham to support the Jisc funding call for the Developing Digital Literacies programme)
- This is my ‘standard’ summary of the strategic management bit and I haven’t reviewed it in detail, but it still seems to fit pretty well with the outcomes of the programme meeting.Contextualise digital literacies for services and disciplines and be clear what it means for your institution overallCreate opportunities for digital issues to be discussed across policy arenasGenerally requires a lot of pushing on all fronts/ keeping lots of balls in the air!Useful if digital literacies can be linked with another strategic priorityGreat to get it into strategies – but needs to be the right strategy, and needs to be implementedImportant to have evidence of the need for changeImportance of senior manager buy-inWider institutional changes can provide opportunities for embedding
- Overall summary:Confidence vs competenceDifferences in individuals and contextsNot just about the curriculum or contact timeLink into as many strategies as possibleHow do students and learning designers/teachers use info from self-audits?What about planning for 50 years from now?What do we know/challenges?1.Every student’s starting point is is unique and thus their journey will be different so strategies to support this must reflect this diversity;2.Academic staff are committed to enhancing student opportunities yet may not have the confidence to do so;3.Perhaps too much effort is being focused on the curriculum at the expense of other aspects of the students’ experience, i.e what happens in non-contact time?4.To embed DL requires a multi approach linking into as many institutional strategies and processes as possible. What are the best strategies that could act as engines for change, i.e. personal tutoring?5.The ability for students to self-evaluate is essential but how do they use this information to help them learn, and how do we use it, if it is shared with us, as learning designers?Employers talk a different language to us – how to communicate what they need into the curriculum/co-curriculumConsidering the pace of change, are we supporting students in developing the skills and attributes they’ll need five (or fifty!) years from now? Are we supporting them in learning when they need to set aside the technology and use another approach?Notes from discussion:Competencies have to be assessed in definable contextCritical role of academics in modelling key message - need to help them play this roleWhat are academics not going to do?Get academics to highlight importance of DL concepts not skillsProblem: it is the academic staff who design assessment/diagnostic schemesa solution: get students to self-diagnose DL skills in an open framework alongside telling them what is coming up in the curriculum/practice Students/graduates need to be able to assess their own skills and needs to develop new ones in DLFormative feedback in assessment (students and teachers working together) is a good (less threatening) model for DLHorizontal vs vertical learning - having conversations about practice to allow DL to be contextualiseWell calibrated competence - enthusiasm and ability to learn new skills are the most important attributes to prepare students for 50 years workTeachers may be too used to knowing more than students - this is/maybe different for DL. Staff and students need to work it out togetherProblems with taxonomic approaches as therefore are not sustainable as the world of work/scholarship changesAbout orientations - relationships between students, technology and context (which is not static, changing over the learner journey)More important to be adaptable and able to embrace change rather than exhibit particular contemporary technological skills
- Exeter and Greenwich:Exeter Cascade:17 student interns: post-graduate researchersDigital innovators and emerging subject specialists who can influence undergraduates and staffUndertake programme of personal developmentActing as co-researchersLeading digital literacy development in their academic settingGreenwich – Digital literacies in transitionEngaging UG students as part of the project research teamDeveloping students, then supporting them in carrying out research on eg student views and skillsProducing materials to support other students•Partnership with students as digital pioneers one of many forms of student engagement•All too easy for these initiatives to be subservient to the dominant ethos of consumerism: market research for product enhancement•Staff and students have complementary skills for DL development•Opportunity for new transformative roles for students across disciplines: negotiation of roles, outcomes, deliverables; role switching can increase critical self-awareness and confidence, creating desire to effect changeDigital literacy just the vehicle•Paid or voluntary?•Three models in cluster group:•1. Voluntary and paid - individual learning journeys, e.g. Exeter - Cascade•PGs not prepared to be involved without funding (unlike UGs), but can be highly sophisticated agents for change and appreciate cross-disciplinary sharing of their personal literacies.2. Voluntary, unpaid, and accredited/endorsed, e.g. Oxford Brookes - InStePP•Mainly UG, incentives are work experience and consultancy skills3. Voluntary, embedded, e.g. Bath - PriDE•Students in Faculty Learning Communities, analysing project data, building self-assessment tools as part of dissertation, jointly steering/managing project, etc.•All have merits, all are valid. Much depends on ethos of the institution, nature of the students and timing. All can lead to lasting, high impact changes.Q: How should institutions decide which forms of partnership will work best?•Beyond DIY•Student culture of 'DIY professional web skills and literacies', i.e. work it out for themselves, without guidance or training. OK for some but not for all.•Staff may lack confidence and may not see DL as integral part of professional practice.Shared anxiety about acquiring and practising new professional digital literacies and skills.•'Doing It Together'How we can we further develop and sustain the ethos of sharing digital skills and expertise?•Students are individuals and when working in the capacity of change agents this needs to be recognised, through recruitment, management and reward.•Have to adapt to the students that are currently being engaged•How do we promote 'transferability' and 'recognition' of change agents aligned to the outputs and outcomes they are trying to deliver?•Students on Shadow Module (Technology-dependent form of study run by students in parallel to the core curriculum) motivated to try out and adopt technology for learning in small, collaborative groups. Informal, vicarious support.••More effective than using extrinsic drivers to engage with technology, e.g. ECDL, if disconnected from meaningful practice.Q: How can we ensure that DL development in the curriculum is intrinsically motivating to students and staff?
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