Date: Venue The document discusses developing digital literacy. It provides biographies of speakers Helen Beetham, Rhona Sharpe, and Greg Benfield who will discuss lessons learned from previous JISC studies on digital literacy and capabilities needed for the 21st century. The event will explore how higher education can help students develop digital literacies through activities and discussion of new ways of knowing and graduate attributes.

1. Date
Venue
Developing Digital Literacy
Helen Beetham, Rhona Sharpe, Greg Benfield, Sarah Knight

2. Digital Literacy
Welcome – Who we are
Helen is a consultant Dr. Rhona Sharpe is
to JISC, in which role principal lecturer in the
she supports JISC Oxford Centre for
work on learning Staff and Learning
literacies for a digital Development at Oxford
age, curriculum design Brookes University where
and Open Educational she is responsible for the
Resources, as well as research and consultancy
other aspects of e- activities of the
learning development unit. Recently her research
and strategy. has focussed on learners'
experiences of e- learning..
Dr Greg Benfield is a
senior lecturer, e- Sarah Knight, JISC e-
learning specialist Learning Programme
educational developer Manager with
at Oxford Brookes responsibility for
University in OCSLD. curriculum design
His work focuses on programme and
supporting e-learning. digital literacies

3. Digital Literacy
What have we learnt to date?
2006-08 Learners' experiences of e-learning programme
Students' success depends on strategies for integrating ICT into
academic practice; students' strategies and preferences differ widely
2009 Learning Literacies for a Digital Age study
Digital literacy needs to be integrated across the curriculum: learners
develop through authentic tasks in meaningful situations
2010 Supporting Learners in a Digital Age
Nine institutional case studies in developing learners' digital
capabilities: listening to and responding to learners as a theme
2011 Digital literacy workshop series
Cascading outcomes of LliDA and SLIDA: tools for organisational and
curriculum development; sharing best practice
2011-13 Developing Digital Literacies programme
Funded institutional projects, integrating digital literacy development
across the board; community consultation

4. Digital Literacy
What have we learnt to date?
2006-08 Learners' experiences of e-learning programme
Students' success depends on strategies for integrating ICT into
academic practice; students' strategies and preferences differ widely
2009 Learning Literacies for a Digital Age study
Digital literacy needs to be integrated across the curriculum: learners
develop through authentic tasks in meaningful situations
2010 Supporting Learners in a Digital Age
Nine institutional case studies in developing learners' digital
capabilities: listening to and responding to learners as a theme
2011 Digital literacy workshop series
Cascading outcomes of LliDA and SLIDA: tools for organisational and
curriculum development; sharing best practice
2011-13 Developing Digital Literacies programme
Funded institutional projects, integrating digital literacy development
across the board; community consultation

5. Digital Literacy
Why are we here?
“digital literacy expresses the
sum of capabilities an
individual needs to live, learn
and work in a digital society”
•what capabilities will your graduates need in the C21st?
•what challenges do they face in developing them?
•how can you help them develop literacies of/for the digital?

6. Digital Literacy
Maps of the territory
Programme of the day – activities! – we will capture and share
Reflective pro-forma for you to take away
Twitter/blog tag #JISCdiglit
Delegate list – follow people up
Online materials:
http://bit.ly/jiscdiglit
available under CC (by-sa) license for repurposing and reuse
Subscribe to the mailing list JISC-DIGLIT-PUBLIC

7. Online materials linked from http://bit.ly/diglit in the Design Studio

8. Digital Literacy
Activity
1. Using paper and a pencil or pen, and working in pairs,
draw your neighbour

9. Digital Literacy
Activity
1. Using paper and a pencil or pen, and working in pairs,
draw your neighbour
2. Label your drawing with key features of a 'digitally literate'
person
3. Use terms and ideas that will be familiar in your
institution, subject area, or setting
4. There will be opportunities to add and refine your ideas
during this session

10. Digital Literacy
Why is this an issue now?
Impacts of New demands
digital media on education
on knowledge

11. Digital Literacy
'New ways of knowing'

12. Digital Literacy
'New ways of knowing'
Transfer of attention from print to screen
Multiplicity of media: hyperlinked and hybrid media
Blurred boundaries of information/communication
Ubiquitous access to information and to connected others
Routine surveillance and capture of processes/events
Networked societies and interest groups
Power of the crowd (web 2.0, massive social data sets)
Offloading of cognitive tasks onto digital tools and networks
Presentation of self in digital contexts
Open scholarship and open publishing

13. Digital Literacy
'New ways of knowing'

14. Digital Literacy
Using 'ways of knowing' to expand your
characterisation of a digitally literate person.
What kinds of How is it expressed What new data is
expertise and know- and shared? being captured and
how? managed?
What does What does it mean What forms of
innovation look like? to be critical? judgement are
needed?

15. Digital Literacy
What are graduate attributes?

16. Digital Literacy
What are graduate attributes?

‘These attributes include, but go beyond, the
disciplinary expertise or technical knowledge
that has traditionally formed the core of most
university courses.

They are ability, dispositions, qualities which
enable knowledge gained to be translated
into a discipline and work place context.
Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic
capabilities of ATN university graduates, Canberra: Australian
Government Department of Education, Training and Youth Affairs

17. Digital Literacy
Why graduate attributes?

‘qualities that prepare graduates as agents
of social good in an unknown future.’
(Bowden et al, 2000)

‘attributes that help prepare our students to
tackle the ever evolving challenges facing
them during and at the end of their studies’
(University of Edinburgh)

18. Future Work Skills 2020
Sense making Computational thinking
Social intelligence New media literacy
Adaptive thinking Cognitive load
management
Cross-cultural
competency Transdisciplinarity
Virtual collaboration Design mindset
Davies, A., Fidler, D., Gorbis, M. (2011) Future Work Skills 2020. Institute for the
Future, for the University of Phoenix Research Institute. University of Phoenix.

19. Digital Literacy
An example: Oxford Brookes University
Five graduate attributes agreed at Oxford
Brookes University.
Digital literacy defined as…

The functional access, skills and
practices necessary to become . . .

a confident, agile adopter of a range of
technologies for personal, academic
and professional use.
(https://wiki.brookes.ac.uk/display/slidacases/Oxford+Brookes)

20. Digital Literacy
An example: University of Wolverhampton
Three graduate attributes at University of
Wolverhampton
Digital literacy defined as

our graduates will be confident users of
advanced technologies; they will lead
others, challenging convention by
exploiting the rich sources of connectivity
digital working allows.
(https://wiki.brookes.ac.uk/display/slidacases/Wolverhampton)

21. Digital Literacy
Using graduate attributes to expand your
characterisation of your digitally literate learner.
What What for? What context?
confidence exploit professional
technology
agility challenge personal
convention