This document discusses digital literacy and how educators can support students in developing digital skills. It presents two case studies: 1) Using Google+ to support student collaboration and curation by creating a shared space for resources and discussions. 2) Using BYOD to engage students in a large introductory biology class, having them search social and traditional media, evaluate evidence on a debate topic, and add to shared documents collaboratively on their own devices. The goal is to help students develop skills in searching, evaluating, collaborating, and communicating digitally while raising awareness of their digital identity and footprint.

1. Promoting Residency in Learning & Teaching
 Kay Hack (@hack_kay)
 School of Biomedical Science
 University of Ulster
Developing Digital Literacies:
Mapping of online engagement
and reflection on practice

2.  encouraged educators to expect that their
students of the ‘native’ generation were ‘highly
adept with technology’,
 it made them feel that they would always be
‘one-step-behind’ their native students.
Natives and Immigrants (Prensky,2004)
(Bennet et al, 2008).

3. WEB
Everything was happy on the plains until Buffalo Bill Gates
Wild Web show arrived
The Immigrants were welcomed by the Native Indians
But then they became Resident Cowboys
Soon prospectors arrived looking for gold in them thar hills!
The 1st generation (Lycos, Netscape, Askjeeves, altavista)
followed by a 2nd generation (Google+, Ping, Friendster)
Many were lost along the way…… but a few survived and
got rich! (Facebook, Google)
The problem for anyone visiting or resident within the wild
web is there are no laws only a Code.
Elaine Garcia,University of Plymouth

4. (White and Le Cornu, 2011)
The Visitors & Residents Paradigm
Visitors Residents

5. A Visitor or a Resident?
Visitor Resident

6. Visitor or a Resident?
Social
Professional / Institutional
Visitor Resident

7. A Typical Staff Map

8. Shopping
Banking
Email
Sport
Trackers
Online
Journals &
books

9. `
Shopping
Banking
Email
Sport
Trackers

10. Is this a problem?
 Most students felt that they did not make the best
use of technology in either learning or promoting
their professional identity
 Need support in developing their digital literacies

11. “The new literacies of the Internet and other ICTs include the
skills, strategies, and dispositions necessary to successfully
use and adapt to the rapidly changing information and
communication technologies and contexts that continuously
emerge in our world and influence all areas of our personal
and professional lives.
These new literacies allow us to use the Internet and other
ICTs to identify important questions, locate information,
critically evaluate the usefulness of that information,
synthesize information to answer those questions, and then
communicate the answers to others.” (p1572).
Leu et al (2004)

12. Digital Literacies?
“those capabilities which fit an individual for
living, learning and working in a digital society.”

13. A Visitor or a Resident?
Visitor Resident
“And what is the use of a book," thought Alice, "without
pictures or conversation?

14.  “practice perspective” Dohn (2009)
 “employing a Web 2.0 technology
does not necessarily entail
pedagogically innovative Web 2.0
practices “ Tambouris (2012)

15. Digital literacies: the use of digital tools to:
 undertake academic research, writing and critical thinking;
 digital professionalism;
 the use of specialist digital tools and data sets;
 communicating ideas effectively in a range of media;
 producing, sharing and critically evaluating information;
 collaborating in virtual networks;
 using digital technologies to support reflection and PDP;
 managing digital reputation and showcasing
achievements.'

16. Two case studies: Supporting
student collaboration and curation
 Using Google+
engage DL
students
 Using BYOD to
engage on
campus students

17. Case Study 1: Supporting curation &
collaboration
 Developing a community to share resources and
ideas using Google +
 Creating shared documents and tweeting
findings

18. Approach 1: Scoop-it

19. Approach 1: Scoop-it
• No Comments on articles
• No idea who has read them
• No opportunity for students
to add their own stories

20. Approach 2: Google +

21. Approach 2: Google +
• Comments on articles
• Students add their own stories
• “walled garden”

22.  AIM
• To engage large ( >200) cohort of 1st year UG
students with Bioethics
• 90 minute, stand alone class
BYOD: SUPPORTING STUDENT CURATION

23. Search social
& traditional
mainstream
media
Evaluate
evidence and
add to shared
documents
ANTI GMO or PRO GMO

24. Outcomes
• Searching
• Evaluating
• Collaborating
• Communicating
In addition
• Entry level BYOD
• Raise awareness of
Digital Identity
BYOD: SUPPORTING STUDENT CURATION
More Info:
Twitter: @hack_kay
Blog: http://catherinehack.wordpress.com/

25. CreateCurate
Connect and Communicate
5C’s facilitated through online learning
(@melsigUK):
Collaborate
#BYOD4L
Collaborative Open
Online course
melsigUK 14-18th
July

26. Learning
“Don’t limit a child to your own learning for he was
born in a different time”
Rabindranath Tagore
@hack_kay http://catherinehack.wordpress.com/

27. With thanks & ideas from..
 Visitors and Residents: Dave White & Alison Le
Cornu
• Information and resources are available here:
• http://www.jiscinfonet.ac.uk/infokits/evaluatin
g-services/
 The Wild Web: Elaine Garcia, University of
Plymouth
 CASCADE project University of Exeter, JISC
 5C’s and BYOD4L: MELSIGUK Andrew
Middleton, Chrissi Nerantzi and Sue Beckingham
More Info:
Twitter: @hack_kay Posters: 14 & 23
Blog: http://catherinehack.wordpress.com/