Digital literacy in practise

www.futurelab.org.uk

This document relates to the
following Futurelab research themes.
See page 59 for the key to themes.

Sarah Payton
and Cassie Hague

Digital Literacy
in Practice

Contents Introduction Secondary School Case Studies

Introduction 03 Introduction to digital literacy 26 The Dangers of Volcanoes
Key Stage 03, Geography
05 What is digital literacy and why is it important?
Primary School 30 Visualising Plans and Elevations
Case Studies 06 The components of digital literacy
Key Stage 03, Maths
07 Developing digital literacy in the classroom
Secondary School 34 Our Fractured Earth
Case Studies 08 The Becta framework for digital literacy Key Stage 03, Geography
09 About these case studies 38 Rites of Passage
Conclusions
Key Stage 03, Religious Education
10 Acknowledgements
Appendix 42 Newspaper Project
Key Stage 03, English
Primary School Case Studies
46 Why is DNA the Molecule of Life?
11 Digital Captain’s Log
Key Stage 04, Science
Key Stage 02, Literacy & Science
15 Animated Stories
Conclusions
Key Stage 02, Literacy
50
Concluding discussion:
18 Recording, Reviewing and Evaluating Learning
teacher and student experiences of the project
Key Stage 02, Science
51 Exploring the meaning of digital literacy
22 Digital Prospectus
Key Stage 02, Cross Curricular 52 Experiences of fostering digital literacy in the classroom
55 Teacher roles
56 Conclusion

Appendix
57 Becta digital literacy planning tool
58 About Becta
59 Key to Futurelab research themes
60 About Futurelab

02 Futurelab

Digital Literacy Introduction
in Practice to digital literacy

Contents This document provides a set of digital literacy case
studies. Each is an account of a number of activities
Introduction
developed, planned and undertaken by a teacher as
Primary School their first steps towards integrating the development of
Case Studies students’ digital literacy into their everyday practice.
Secondary School The case studies are the result Although there has been
Case Studies of Futurelab’s year-long Digital increasing policy and research
Participation project in which attention to issues related to
Conclusions
researchers worked with digital literacy, there is still
Appendix primary and secondary school relatively little information about
teachers in order to co-develop how to put this into practice in
approaches to fostering digital the classroom.
literacy in the classroom.
There is even less guidance
Schools are increasingly on how teachers might combine
encouraged to embed the use a commitment to digital literacy
of ICT in all subject areas across with the needs of their own
both the Primary and Secondary subject teaching. How can
curricula and a focus on digital digital literacy be developed,
literacy is an important element for example, in a maths or
of current curriculum reforms. science lesson?

03 Futurelab

Digital Literacy Introduction
in Practice to digital literacy

Contents This document is aimed at These case studies are published
educational practitioners and alongside a Futurelab handbook
Introduction school leaders in both primary for teachers which explores the
and secondary schools who importance of digital literacy and
Primary School are interested in creative suggests some pedagogical
Case Studies and critical uses of technology techniques for fostering digital
in the classroom. It is hoped literacy at the same time as
Secondary School
that these case studies, along supporting the development of
Case Studies with the short discussions subject knowledge. Together,
of how the activities could these documents are intended to
Conclusions
be further developed, will go some way in addressing the
Appendix support teachers by sparking lack of guidance on how digital
ideas, giving confidence and literacy might be put into practice
stimulating further thinking in school classrooms.
around developing classroom
approaches that advance Becta have also recently
both digital literacy and published teacher guidance on
subject knowledge. digital literacy, alongside a
framework for digital literacy,
How can digital literacy
which aims to support teachers
in planning a process that can be developed, for
cultivate students’ digital literacy example, in a maths
from within subject teaching. 1 or science lesson?

1
B
ecta’s digital literacy guidance and framework
can be found at: schools.becta.org.uk/
index.php?section=tlcatcode=ss_tl_dl_02

04 Futurelab

Digital Literacy What is digital literacy
in Practice and why is it important?

Contents To be digitally literate is to It means being able to However, it is important Developing digital literacy across
have access to a broad range of communicate and represent that all young people develop the curriculum is about more
Introduction practices and cultural resources knowledge in different contexts the skills, knowledge and than motivating and engaging
that you are able to apply to and to different audiences understanding required not learners with digital technology;
Primary School digital tools. It is the ability to (and, for example, in visual, only to make discerning use of it is about supporting young
Case Studies make, represent and share audio or textual modes). these opportunities, but also people to make sense of the
meaning in different modes and This involves finding and to question them and recognise world and to take a full and
Secondary School
formats; to create, collaborate selecting relevant information the challenges associated active part in social, cultural,
Case Studies and communicate effectively and and critically evaluating and with digital technologies. economic, civic and intellectual
to understand how and when re-contextualising knowledge life both now and in the future.
Conclusions
digital technologies can best be and is underpinned by an Digital literacy is an important
Appendix used to support these processes. understanding of the cultural entitlement for all young people
and social contexts in which in an increasingly digital culture.
Digital literacy involves critically this takes place. It furnishes children and
engaging with technology and young people with the ability
developing a social awareness The increased prevalence of to participate in a wide range of
of how a number of factors, technologies in contemporary practices that will help them to
including commercial agendas society provides many exciting develop knowledge, as well as
and cultural understandings, possibilities for young people’s supporting their engagement
can shape the ways in which learning, creativity and self- with digital technologies. Indeed,
technology is used to convey expression, both inside and if formal education seeks to
information and meaning. outside of school. Young people prepare young people to make
use technology more than ever sense of the world and to thrive
before to communicate, to find socially, intellectually and
information on the internet, to economically, then it cannot Digital literacy
play games and to share and afford to ignore the social and is an important
sometimes create music, cultural practices of digital
entitlement for all
videos or other digital media. literacy that enable people to
In addition, digital technologies make the most of their multiple young people in
can expand where, when and interactions with digital an increasingly
with whom children learn, as technology and media. digital culture.
well as affecting how information
and subject knowledge is
produced and communicated.

05 Futurelab

Digital Literacy The components of
in Practice digital literacy

Contents Digital literacy is made up of Each case study contained Creativity The ability to find and select information
a number of components. The in this document highlights The ability to think creatively and To define what sort of information you
Introduction teachers involved in the Digital where activities were aiming imaginatively, and to use technology need for a task or activity, to know where
to create outputs and represent and how to find information, to critically
Participation project aimed to to foster particular elements
Primary School foster these components of of digital literacy.
knowledge in different formats and engage with sources to select relevant,
modes. Knowing when and how digital valuable and reliable information and to
Case Studies digital literacy whilst at the same technology can support creative be aware of intellectual property issues
time developing their students’ Digital literacy can be processes, and thinking creatively related to plagiarism and copyright.
Secondary School about technology and with technology.
subject knowledge. understood as the space Effective communication
Case Studies where all of these components Critical thinking and evaluation Being able to clearly express ideas and
overlap. More information Being able to use reasoning skills to feelings so that others can understand
Conclusions engage with digital media and its content, them. Having an understanding of the
about each component is
to question, analyse, scrutinise and different modes (visual, audio, textual etc)
Appendix offered in the table opposite.
evaluate it and to formulate and support in which meaning can be represented
arguments about it and the way it is used. and showing an awareness of the needs
Critical thinking involves being reflective, of particular audiences. Understanding
developing insight about underlying how technology can support this and how
assumptions, interpreting meaning and to communicate effectively using different
determining significance in order to types of technology.
Functional understand and make sense of the world.
Creativity E-safety
skills
Cultural and social understanding The ability to stay safe when using
The ability to recognise that there are digital technologies, such as the internet
social, cultural and historical influences and mobile phones, and to understand
Critical that shape the creation of digital content what constitutes appropriate use and
E-safety thinking and and our understanding of it. This involves appropriate content.
evaluation
Digital understanding how your own and others’
perspectives have been informed by Functional skills
cultural heritages and being aware of Knowing how to use a range of
Literacy Cultural and
the social and cultural contexts in which
digital media is created and used.
different technologies competently
and having the skills and flexibility
Effective social to adapt this knowledge to learn how
communication understanding Collaboration to use new technologies.
The ability to work successfully with
others to collaboratively create and share
The ability meaning and understanding. To develop
to find and the skills of team work, to be able to
Collaboration
select work together when using technology
information and to understand how technology can
support collaboration both inside the
classroom and in the wider world.

06 Futurelab

Digital Literacy Developing digital literacy
in Practice in the classroom

Contents Developing digital literacy in In the following case studies
schools involves designing we have highlighted the
Introduction classroom activities that foster components of digital literacy
the components of digital and some of the key concepts
Primary School literacy, as well as supporting and processes that can support
Case Studies curriculum subject knowledge. digital literacy development.
Secondary School
These activities need not The activities contained in these
Case Studies address all the components of case studies do not represent
digital literacy at the same time, the last word on how to develop
Conclusions
nor do components need to be digital literacy. Whilst each of
Appendix fostered in any particular order. the activities reported here
Creating a digitally literate effectively foster some elements,
classroom is about developing the teachers planned to further
regular opportunities for digital refine these activities and
literacy in curriculum learning supplement them in order to
and recognising how digital ensure the development of all
literacy can support students aspects of digital literacy.
to learn in new ways.

07 Futurelab

Digital Literacy The Becta framework
in Practice for digital literacy

Contents There were a number of As students move through
processes that teachers this process, they will need
Introduction went through to foster these to reflect on what they have been
components of digital literacy. doing and what they have been
Primary School Some teachers made use learning. It may not always be
Case Studies of Becta’s framework for a linear process and may involve
digital literacy, which is also students returning to each stage
Secondary School
accompanied by some teacher to refine their task or activity,
Case Studies guidance and a learner or to re-evaluate information.
checklist on digital literacy. They may be communicating
Conclusions
or creating at any stage of
Appendix This framework suggests that the process and will need to
teachers ask their students to critically engage with their task
define a project or task, to find throughout. Teachers can ask
information to help them to students to work in small groups
complete that task or project. and collaborate to complete this
Students need to evaluate process, and some teachers
and analyse the information they may prefer to concentrate on
have found, synthesise it with particular elements of the
their pre-existing knowledge framework or process, or adapt
and re-contextualise it in order it to suit their objectives for a
to create an argument or come given piece of work.
to a new understanding about
the subject. Students are asked For a copy of the framework,
to create an output, often in see the Appendix.
a format or mode of their
choice, which will help them
communicate what they have
learnt. At each stage of the
process students need to
ascertain when and how they
feel it is appropriate to use
specific digital technologies and
consider how technology can
support them.

08 Futurelab

Digital Literacy About these case studies
in Practice

Contents This document is the result of The teachers involved in the
a one year research project in project worked with researchers
Introduction which Futurelab researchers and other teachers to explore
worked with eight primary and the concept of digital literacy and
Primary School six secondary school teachers in its relation to subject learning
Case Studies order to co-develop approaches and to think about how they
to fostering digital literacy in might support their students’
Secondary School
the classroom. digital literacy from within work
Case Studies already planned and scheduled
The project was informed both for a particular half term. They
Conclusions
by a review of the research 2 designed teaching activities
Appendix literature in the field and aimed at developing digital
meetings with a number of literacy alongside subject
academics and researchers knowledge and trialled these
known for their work on activities in their own classrooms.
media, information and digital
literacies. 3 The following case studies
provide details of the activities
undertaken by the teachers and
their students. At the end of the
document, a summary draws
together teachers’ experiences
and discusses some of the
implications for teachers and
schools wishing to develop their
own approach to digital literacy.

2
H
ague, C and Williamson, B (2009). Digital Participation,
Digital Literacy and Schools Subjects: A review of the
policies, literature and evidence. Bristol: Futurelab.
Available online: www.futurelab.org.uk/resources/
documents/lit_reviews/DigitalParticipation.pdf

3
T
hanks is therefore due to Guy Merchant,
Julia Davies, Andrew Burn, John Potter,
David Buckingham, Cary Bazalgette, Josie Fraser,
Martin Waller and Tabetha Newman

09 Futurelab

Digital Literacy Acknowledgements
in Practice

Contents The authors would like to
thank the teachers and students
Introduction involved in Futurelab’s Digital
Participation project.
Primary School
Case Studies – ndy Dewey and Year 5 students,
A – yan Lewin and Year 7
R
Knowle Park Primary School geography students,
Secondary School Brislington Enterprise College
Case Studies – oe Tett and Year 6 students,
J
Knowle Park Primary School – ridget Chikonobaya and
B
Year 7 maths students,
Conclusions – araine Harris and Year 3 students,
L Brislington Enterprise College
Charborough Road Primary School
Appendix – aul Hill and Year 11 science students,
P
– irsty Minter and Steve Pavey,
K St Mary Redcliffe and Temple School
Charborough Road Primary School
We would also like to thank the
– im Browse and Year 3 students,
T Headteachers of the schools listed
Headley Park Primary School above and all those who informed
and contributed to the project.
– lexa Vickery and Year 4 students,
A
Headley Park Primary School The Digital Participation research
project and the production of this
– eil Woodcock and Year 4 students,
N publication has been funded and
Luckwell Primary School supported by Becta.

– en Cotton and Year 9
B
geography students,
St Katherine’s School

– mma Teasdale and Year 9
E
religious education students,
Ashton Park School

– arolyn Twist and Year 9
C
English and media studies students,
Ashton Park School

10 Futurelab

Digital Literacy Key Stage 02
in Practice Literacy Science

Contents
Introduction
Digital Captain’s Log
Primary School
Case Studies
Secondary School
Your mission: Create a
Case Studies video diary to describe to
Conclusions
Appendix
your class the experience
of exploring another planet.
Use internet research to
boost your imagination
and creativity.

11 Case Study 01 / 10 Futurelab

Digital Literacy Digital Captain’s Log Key Stage 02

Contents Laraine Harris, Deputy Head at Charborough Road The project aimed to improve Following a piece of drama, in
Primary School was planning a themed cross curricular the children’s internet research which Laraine blacked out the
Introduction skills, particularly their ability classroom and used a film of
unit of learning entitled ‘Space: the final frontier’ for
to assess the relevance and a rocket launch to support the
Primary School her Year 3 students. She wanted to use this as an reliability of digital sources. children to imagine starting
Case Studies opportunity to support students’ digital literacy. In the past, when starting a a journey into space, they were
new topic of learning in class, given a mission to produce a
Secondary School
children would often come in to video diary documenting their
Case Studies school with pages of information travel to another planet.
downloaded from the internet
Conclusions
that were difficult to understand To do this, the students
Appendix and often not relevant. researched information
about a particular planet and
“There’s no selectivity. They just developed their use of sensory
think ‘oh there’s a page about and descriptive language.
Romans’. They don’t actually The aim of the project was to
read it, they print it out and bring create a Digital Captain’s Log
it in, but they think they’ve done to describe for their peers the
some research and that’s it. fictional experience of exploring
They haven’t actually got any the planet using what they
content from it.” had learnt from their internet
Year 3 teacher research to inform their
imagination and creativity.
The project would also explore
the use of digital video cameras As a class, they looked at
to support the development some websites together and
of descriptive language and discussed how to search within
effective communication, as well a particular webpage to find
as asking students to consider the information they needed.
how to represent information in
video format. “At first it was hard,
we didn’t know where
to find the information.
Our teacher helped.”
Year 3 boy



Contents Laraine then provided them During these sessions
with five key questions about the the teacher also supported
Introduction planet they were investigating, the children to consider the
to focus their research. The functional skills needed to use
Primary School children worked in small groups the cameras effectively, such
Case Studies to search for the information as how to hold the camera and
from a given set of three how far to be from the person
Secondary School
websites. they were filming. They also
Case Studies discussed the limitations of
“The internet helped us, the cameras and were asked
Conclusions
we found out more facts.” to evaluate their suitability for
Appendix Year 3 girl the purpose. They discovered
the cameras picked up a lot of
Laraine encouraged her background noise and were
students to engage with the encouraged to consider this
content of their research by when they moved on to film
reminding them that they their Captain’s Log.
would need to re-contextualise
this information in order to “Instead of having to write it
successfully communicate down, you can film yourself
their learning to others. saying it then you can just look
back and see what you’ve done.”
Laraine felt it was important Year 3 boy
to let the children have time in
which to explore and play with In the final sessions, Laraine
the new cameras. The children supported the children to plan
used these sessions to rehearse their Captain’s Log, thinking
and reflect on their learning about their audience, what
and used the cameras to record information to include and how
what they had learnt during the to use descriptive language to
research process. They practised enhance their communication.
sentences using the descriptive The children worked in pairs
and sensory language they had to film their Captain’s Logs,
explored in a previous lesson which they then showed to
to describe the planet they each other in class.
had researched.



Contents Successes and next steps

Introduction The children articulated two In order to for students to As their digital literacy skills
clear benefits of using the digital develop their digital literacy they develop, critical thinking around
Primary School cameras in this way. They need to be supported to think the reliability and veracity of
Case Studies found them useful as a way of critically about the information websites should to go beyond
recording their own learning they are researching on the concepts of truth and usefulness.
Secondary School and were excited about the internet. There was some As they continue to create with
Case Studies possibilities of distilling the indication that these children digital technology themselves,
information they had found out had considered the sources of students can be helped to
Conclusions
into a short film that would their information. question and to understand
Appendix support their peers to learn. how the digital media world is
They showed an awareness of “Some websites may created by others. Just as they
purpose and audience. not tell the truth.” have created a digital film for a
Year 3 girl particular audience, so websites
“People we’re telling will they visit have been created for
get to know more facts.” “Some websites were certain audiences.
Year 3 girl better than others.”
Year 3 boy Encouraging students to make
Providing the children with reasoned choices between
research questions and three different sorts of creative outputs
websites to choose from helped such as, for example, videos,
them to focus their research websites and podcasts, will
and not to become overwhelmed also support digital literacy
by the amount of information development if children are
available to them. As the helped to think critically about
children’s independent research the suitability of the technology
skills develop Laraine will be for their purpose.
able to gradually decrease
the amount of support she
gives them.


in Practice Literacy

Contents
Introduction
Animated Stories
Primary School
Case Studies
Secondary School
Creative writing brought to
Case Studies life for new audiences using
Conclusions
Appendix
a digital camera, a PC and
a lump of Plasticine.


Digital Literacy Animated Stories Key Stage 02

Contents Tim Browse, Deputy Head and Year 3 teacher and They undertook a piece of work The children were supported to
Alexa Vickery, Year 4 teacher at Headley Park Primary that aimed to foster collaboration, think this through by considering
Introduction which was also a current whole what four key moments of their
School, wanted to develop children’s digital literacy
school focus, and creativity, by written story they were going to
Primary School through the re-creation of written stories into alternative giving students the task of represent in animation, and
Case Studies formats for new audiences. turning one of their own written which characters needed to be
stories into an animation for involved. They then considered
Secondary School younger children in the school. how they could represent these
Case Studies moments in a different format
“We wrote stories, then and for a different audience.
Conclusions
turned it into an animation,
Appendix like a fairytale.” The children then storyboarded
Year 3 boy four scenes on paper, with
red arrows to show how the
In order to support the children characters were going to move.
in situating the task in a
cultural and historical context, The children collaboratively
the teachers and students spent created their animations by
the first sessions looking at using a variety of software
animation and exploring its and hardware. Some used the
history and the way it has simple drawing application
been used to represent and Paint to create their four key
communicate stories with scenes and then uploaded them
different meanings and for to a set of teacher-prepared
different purposes. They watched PowerPoint slides. Other
older drawn animations and children worked in groups to
more recent animated films with create stop-motion animations,
computer generated images making Plasticine models of
(CGI) and compared them. their characters, moving them
in small, sequential steps and
They also discussed how photographing them with a
stories need to change in digital camera at each point.
order to be represented in The photos were then uploaded
an animated form. and ‘stitched’ together using
Windows Movie Maker to make
an animation.


Digital Literacy Animated Stories Key Stage 02


Introduction The children enjoyed bringing The children had whole class Students could also have
the characters of their stories discussions around what they reflected on and evaluated
Primary School to life though the animations already knew about animations, the animations they had made,
Case Studies and reported feeling a sense and they learnt about how considering why they had chosen
of achievement: animation has changed over to present them in such a way,
Secondary School time. This provided some context what previous experience they
Case Studies “I made a movie! I didn’t and cultural understanding for had used to make decisions
think I could make a movie the children. To extend this, their about how to create the
Conclusions
with models.” own experiences of watching and animation, and whether they
Appendix Year 4 boy creating films and animations felt they had created an output
could have been drawn on. Some suitable to the target audience.
The children had some children reported having made They could also have considered
awareness of audience and their own films and animations which format and which
were able to discuss how they at home in the past and were technologies were most
had made their stories simpler keen to be able to bring their successful for the purpose.
and easier to understand for a experiences, knowledge and
younger audience. They also understanding into the
acknowledged that they had to classroom context.
develop their collaboration skills
in order to complete the task. For example, several children
had previous experience of using
“I actually found it OK working Windows Movie Maker
in groups. Well, one person
thought it was all about her “At home I got some of my
though, we had to calm her dad’s pictures and made a movie
down and get on with it and with Windows Movie Maker.”
then it was OK.” Year 4 boy
Year 4 girl


in Practice Science

Contents
Introduction
Recording, Reviewing
Primary School and Evaluating Learning
Case Studies
Secondary School
Case Studies Christmas decorations
Conclusions
Appendix
with flashing lights! How
a group of Year 4 students
produced a multimedia
presentation to document
their electricity learning.


Digital Literacy Recording, Reviewing Key Stage 02
in Practice and Evaluating Learning Science

Contents Neil Woodcock, a Year 4 teacher, ICT coordinator and Children at Luckwell can Neil wanted the children to
member of the senior management team at Luckwell participate in designing their communicate their learning to
Introduction curriculum by voting for the topic their peers and their parents via
Primary School, was a key player in developing the
they’d like to study within each a multimedia presentation. He
Primary School school’s new curriculum which is organised around themed block of learning. As was keen that they should think
Case Studies themes. Neil was keen to ensure ICT was meaningfully part of their seasonal theme of carefully when choosing what to
embedded across the curriculum rather than being Christmas, Neil’s Year 4 children include in the presentation from
Secondary School
seen as a separate lesson in which functional skills had chosen to learn about the array of media that would be
Case Studies electricity by making Christmas available to them. Importantly,
were taught.
decorations that lit up, using Neil wanted the children to
Conclusions
circuits that incorporated LEDs. think about what they had learnt
Appendix and how they should record
Neil wanted to incorporate their learning.
digital literacy into this work
through the collaborative use “This will mean the children
of video cameras, stills cameras need to consider the level of
and audio recorders to document, detail involved and what they
review and reflect on their can assume the audience
experimentation with circuits already knows. They will also
and their plans for their be selecting the images, video
Christmas decoration. and sound files they want to
use from a selection of lots.
“Children will be able to So they need to be very
see what they have done precise about their purpose.”
Year 4 teacher
[in constructing their circuits]
and use the video of it to spot
errors. Children can also use
the videos to record sets of
instructions and creating sound
files enables children to speak
about their learning and discuss
their plans, meaning that
the theory that they learn is
more embedded.”
Year 4 teacher



Contents What they did

Introduction Following some initial lessons The students worked together
on electricity and circuits, the in groups of two or three and
Primary School children planned what their made joint decisions around
Case Studies Christmas decorations would the design of their Christmas
look like and began to investigate decoration, including what types
Secondary School suitable circuits. of circuit and colours of LED
Case Studies to use. As they collaboratively
Neil gave the children the experimented with circuits, Neil
Conclusions
responsibility of choosing their reminded them to consider how
Appendix groups of two or three, stressing to record those ‘that worked’
that they should choose to work so they would remember them.
with people they knew would
help them to learn. The children then used the
software ‘2create’ to produce
During all the following sessions a multimedia presentation,
a range of digital stills cameras, documenting their learning.
digital video cameras and digital Children needed to sort through
voice recorders were available their video clips and sound files
for the children to use as and and choose to include ones that
when they wanted to record their not only best represented their
plans and their learning. learning journey but that also
would be understood by their
“The first week of the project audience, which would be their
saw the class using the videos, parents and peers.
cameras and microphones
when they were experimenting
with electricity. Recording
their circuits that worked
and didn’t work.”
Year 4 teacher




Introduction Although the digital technology Making the multimedia
was not the focus of the learning presentations gave the children
Primary School in this piece of work, the students the chance to reflect on their
Case Studies were clear about the purpose of learning journey and remember
using the digital cameras and how they had achieved the
Secondary School voice recorders to document creation of their Christmas
Case Studies their learning and their perceived decoration. They also began
advantages of doing so: to develop some audience
Conclusions
awareness by having to choose
Appendix “The cameras are good if which video and audio clips to
you forget something, you include in their presentation.
can look back. We used it
to record what we’re going to In this project students were
do, we’ve recorded our plan.” using digital technologies to
Year 4 student record their experiences for
two very different outputs. One
“You can remember it better, was to support their learning,
you can see what you’ve done.” to enable them to remember
Year 4 student successful circuits they had
created. The other was to
Students developed their document their learning process
group decision-making skills for an audience. In further work
by deciding which pieces of students could evaluate the
information needed to be technologies they had used,
recorded. They were also in terms of whether the same
able to comment on their technologies were appropriate
collaboration skills, saying: for each task.

“We had to make sure we
were in a group where
everyone would work well
together. It’s going well.”
Year 4 student


in Practice Cross Curricular

Contents
Introduction
Digital Prospectus
Primary School
Case Studies
Secondary School
An online school prospectus.
Case Studies Written, directed, produced
Conclusions
Appendix
and starring the students of
Knowle Park Primary School.


Digital Literacy Digital Prospectus Key Stage 02

Contents Teachers at Knowle Park Primary school aim to make The school’s management They wanted to create a
children aware of opportunities beyond what they would team had already decided they project in which children were
Introduction wanted a digital prospectus for meaningfully participating
experience in their everyday lives. Joe and Andy Dewey
the school which would be made and taking responsibility for
Primary School (Deputy Head and Year 5 teacher) wanted to apply this available online and in DVD a project that not only had a
Case Studies ethos to exploring the opportunities digital technology format for prospective parents real audience but also real
present to pupils. They also wished to support students and students of the school. outcomes for the school.
Secondary School
to develop the digital literacy skills that would enable They decided that it would be
Case Studies in keeping with their values Each group of five or six children
them to make effective use of those opportunities and
around student participation (of mixed age and ability) was
Conclusions understand the corresponding challenges.
in school life for students to assigned a particular section of
Appendix create the prospectus. the prospectus which became
their responsibility.
Students from Years 5 and 6
would work across the year Joe and Andy worked with each
groups to create the video footage group to carefully to support
for the digital prospectus. As ICT them in planning, creating and
in the school was traditionally editing a film that contained the
only used in the ICT suite, the information they had all agreed
teachers were particularly keen would be essential for a
to develop this opportunity to prospective student and parent
support children working of the school to know.
collaboratively and using ICT
around the school.



Contents As the school only had one video One of the teachers always
camera, groups of students had worked closely with the group
Introduction to take it turns to film. Whilst whose turn it was to film and
waiting to film, the children had used carefully phrased questions
Primary School the task of exploring potential to prompt students to think
Case Studies places to film around the school about issues such as considering
and weighing up the advantages the background for their filming
Secondary School
and disadvantages of filming and whether the audience had
Case Studies there. The teachers supported enough prior knowledge to
them to think critically about understand the content. The
Conclusions
their audience by considering students were also supported to
Appendix what content would be relevant collaborate and to develop the
and appropriate for a film that functional skills required to use
was going to be made publicly the camera.
available. They also decided what
kind of film they were going to At the end of the each session,
make; some children chose to the students who had been
act out scenes for which they filming shared what they had
wrote scripts, others chose a learnt about the process with
documentary style. the others.




Introduction The students were delighted Students learnt the functional Through this, teachers
to be given the opportunity to skills of operating the camera can build on the children’s
Primary School promote their school. They as well as some film-making developing understanding and
Case Studies worked hard to come up with skills such as how to minimise critical thinking around the
a very clear view of how they background noise and how to needs of an audience. During
Secondary School wanted their prospectus to communicate the filming this continuation of work,
Case Studies be and were clear about its process to each other. students will need to develop
purpose. They wanted it to be different skills of collaboration
Conclusions
entertaining and informative, In one incident, in order to such as supporting each other
Appendix and they wanted to make people communicate part of the filming to learn the functional skills
come to their school by showing process to their peers, students required, as well as making
them their positive experiences. spontaneously used hand signals group decisions about how
to countdown to the start of to edit the film.
Most children showed a critical filming, and called “action!” as
awareness of their audience: filming began. As a result of In future classroom teaching,
this, their teacher started an this work could be built on to
“We’re not just saying random interesting conversation with continue developing children’s
things like blah blah blah, we’re them about where those ideas digital literacy skills using
thinking hard about which had come from, where they had different technologies and
places to film, what people seen people doing that before. perhaps allowing the young
should see, we’re planning it.” Through discussion, he supported people a choice of digital media
Year 6 student them to realise that they were with which to create outputs.
drawing on their existing
They also indicated they knowledge of film culture.
were developing their
collaboration skills: Filming for the prospectus is
still ongoing. Once the filming
“Working as a team can is complete, the teachers plan
be hard, we try to listen to to support students in editing
each others’ ideas and, their video footage using free,
then like, combine them.” downloadable video editing
Year 5 student
software.


in Practice Geography

Contents
Introduction
The Dangers of
Primary School Volcanoes
Case Studies
Secondary School
Case Studies What would it be like to be
Conclusions
Appendix
near an erupting volcano?
How a group of Year 7
students used digital media
to discover and present new
geographical knowledge.


Digital Literacy The Dangers of Key Stage 03
in Practice Volcanoes Geography

Contents Ryan Lewin, a geography teacher at Brislington He aimed to develop his Year Following some ‘scene setting’
Enterprise College, an 11–18 school in south Bristol, 7s’ digital literacy skills through activities in which Ryan used
Introduction a week-long themed enquiry YouTube to show volcanoes
felt it was important to ensure that he was beginning
topic with a digital output to erupting, students were asked
Primary School to use the new-build school’s extensive ICT provision communicate learning. With a to write or draw a representation
Case Studies to go beyond motivating and engaging pupils. number of digital technologies of what it would be like to be
available to his students, Ryan near an erupting volcano.
Secondary School
wanted to support his students
Case Studies to make discerning choices Ryan then asked students to
about their communication get into groups of three or four
Conclusions
platform, to think about the others with whom they would
Appendix context and audience, and work well. He then asked them
discuss the possibilities offered to plan their project, which he
by particular technologies as supported by providing the
well as their limitations. following prompt questions:
– What is your task?
The Year 7s were set a task – What do you need to find out?
of working collaboratively to – What is your audience?
research and communicate, – How do they like to learn?
through a digital media of their – hat resources do you want
W
choice, information that would to use? Why?
help their peers to understand
the dangers of volcanoes and
why people continue to live
near them.



Contents Before the students began They had a series of lessons
their collaborative internet over a week to collaboratively
Introduction research, Ryan initiated a class research their topic and produce
discussion about how to find and their outputs which they would
Primary School evaluate relevant information show to each other. Each group
Case Studies on the web by using a spoof of students was given one school
blog as a talking point. If the laptop and one mini laptop, both
Secondary School
students came across such a with internet access. They also
Case Studies blog on the internet how would had use of digital stills and
they know the information was video cameras.
Conclusions
reliable? They discussed verifying
Appendix information by visiting other Students’ choices of output were
more well known sites and wide and varied; some groups
comparing information from created blogs, some made
different sources. PowerPoint presentations, some
created models of erupting
Ryan also gave the students volcanoes which they then filmed
a number of websites he and one group created a spoof
recommended and supported documentary-style video.
them to plan their research by
considering the following In the final lesson, after
questions: students had presented their
– hat are you going
W work to the rest of the class,
to look for? Ryan encouraged them, through
– here are you going
W class discussion and written
to find it out? tasks, to reflect on the quality of
– hy do you think this is
W their research, the effectiveness
the best place to look? of their communication and what
– ow are you going to use
H they had learnt about volcanoes.
the information that you find?
– ow will you know you
H
can trust it?




Introduction The students enjoyed the As students are supported to Evaluating and reflecting on
creative aspect of the activities, further develop their digital audience needs, reliability
Primary School reporting that “it was probably literacy they need to consider of information, and suitability
Case Studies the best project we’ve done.” modes of presentation and the of digital technology for the
needs of the audiences they task in hand can be an ongoing
Secondary School They also worked well together are trying to reach eg a blog process throughout a piece of
Case Studies and reflected on the process of is designed to reach a very work. Evaluation that happens
collaboration students reporting different audience than that at the end of a lesson is useful
Conclusions
that in some respects, this of a PowerPoint presentation. to support the next piece of
Appendix success was due to assigning work, but students can also
roles to each person in the group. Audience awareness is also be supported to discuss, debate
key to supporting students to and critically reflect on their
“We all had different jobs to do develop effective research skills. work throughout.
and so we all had to get our job Although students in this project
done to get it all sorted.” were supported to think carefully
Year 7 boy about their use of PowerPoint,
It was challenging to find a way there were still some incidences
for students who had not chosen of information being copied and
to use PowerPoint to represent pasted from the internet onto the
their work to the rest of the presentation slides. Providing
class. Students attempted to give a real context and audience for
presentations even when they their work can support students
had created blogs. This reflects to re-contextualise information
a common issue in classrooms, so that their audience can access
where the focus is often on it. Considering their own needs
students standing at the front of as an audience for a piece of
the classroom presenting their work can also support them
learning, rather than on whether in thinking about the needs
information was communicated of others.
effectively in the chosen media.


in Practice Maths

Contents
Introduction
Visualising Plans
Primary School and Elevations
Case Studies
Secondary School
Case Studies Representing objects
Conclusions
Appendix
in multiple formats and
taking maths lessons to
another dimension with
online 3D modelling.


Digital Literacy Visualising Plans Key Stage 03
in Practice and Elevations Maths

Contents Bridget Chickonobaya, a maths teacher at Brislington She planned to help students The teacher introduced the
Enterprise College, wanted to support her Year 7 understand this topic by relating topic by demonstrating a model
Introduction it to their own context of being of a house on the interactive
students to visualise plans and elevations whilst also
located in a new-build school whiteboard and asking students
Primary School developing their digital literacy. and asking them to consider why to complete a related task on
Case Studies both printed plans or elevations www.mymaths.co.uk. Students
and 3D computer models would then used a specific website
Secondary School
have been useful when the which allowed them to use blocks
Case Studies school was being designed. to create any 3D object they
wanted. (www.fi.uu.nl/wisweb/
Conclusions
At the beginning of the scheme isdeee/applets/Blookkendos.
Appendix of work students were asked htm). The students were given
to carry out independent time to play around with the
research for homework in order website and become familiar
to find out what ‘plans’ and with it before being asked to use
‘elevations’ were, and to locate their 3D onscreen creations to
some examples. The teacher help them visualise what the
did not specify where students object would look like in both
should look for this information plan and elevation form on
as she wanted students to think isometric paper.
about what the best sources
of information might be for “You can build anything you
this particular purpose. Most want and then just draw it...
students chose to use the I did a Mickey Mouse.”
internet and the teacher initiated Year 7 boy
some discussion about how they
had found the information and “It’s really good for them to
how they knew it was reliable visualise and for them to explore
and relevant. building their own things, not
the things I want them to make.”
Year 7 teacher



Contents Students were encouraged The teacher planned to move
to work together to help each on to relate this work to the
Introduction other when they encountered printed plans of the school
problems, but they also which had been used when the
Primary School undertook a personal online school was being built, and to
Case Studies assessment to evaluate how ask students to use Google
much they had learnt at the SketchUp to re-create parts of
Secondary School
end of the lesson. the school. This would allow her
Case Studies to further discuss the contribution
“Can we draw it like this? that both technology and
Conclusions
Shall we draw it together?” mathematical understanding
Appendix Year 7 boy can make in enabling people
to visualise objects in different
The teacher moved around modes, see objects from
the class reminding students different perspectives and relate
of the purpose of what they this to real-life experiences
were creating. The students and professions.
were supported to realise that
the technology afforded them Finally, she planned to ask
the ability to create complex students to collaborate to
objects and whilst this could create a presentation to
be very useful, they may need communicate what 3D solids
to simplify these objects when look like in plan and elevation
drawing 2D representations; form and how this is used in
technology could help them real-life for building houses
with their task but it also and schools. Presentations will
presented some challenges. be aimed at an audience of
people who know nothing about
the subject, and there will be
some classroom discussion
about what good communication
looks like in the context of this
particular audience.




Introduction The internet was used to Students reported enjoying As the teacher further develops
stimulate learning about maths. the work and felt that using these types of activities, she
Primary School The website helped students computers and the internet could support students to use
Case Studies to create, manipulate and helped them to learn. and analyse a wider range of
visualise 3D objects and solids. technologies and to think about
Secondary School The teacher felt that it was “In here it helps you learn communicating their work in
Case Studies “the best tool we’re using... it’s because it’s just better on the different formats. The way the
really exciting.” As the children’s computers than having to, room was arranged (computers
Conclusions
digital literacy develops, they like, write it all down and copy on individual tables) made it
Appendix could be supported to find other it from the board, you can do it difficult for effective group
web-based tools which could for yourself... you learn more working and if the teacher
support these processes and because you’re enjoying it.” repeated the activity she would
to compare and contrast the Year 7 student plan to put more emphasis on
benefits of different tools. the skills of collaboration,
The students encountered including discussion of how
Students used technology to some problems whilst using the plans and elevations themselves
explore and communicate the technology and were supported support team work, for example,
application of subject knowledge to overcome these problems, in the building profession.
to real life. This was linked to the as well as being allowed to help
children’s own context in terms each other with them (eg not
of the re-design of their school being able to find the website,
and provided an opportunity to the computer freezing, learning
think about communication how to use the website and how
and representation in different to manipulate the objects on
modes. Students needed to the screen).
step back from their immediate
assumption that a 3D model
would always be the most useful
and think critically about different
forms of representation and how
technology could support this.


in Practice Geography

Contents
Introduction
Our Fractured Earth
Primary School
Case Studies
Secondary School
Students’ creative use
Case Studies of technology to express
Conclusions
Appendix
their interpretation of the
beauty and the terror of
our fractured Earth.


Digital literacy in practise

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