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Developing Digital Literacy

Helen Beetham, Rhona Sharpe, Greg Benfield, Sarah Knight
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?
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://jiscdesignstudio.pbworks.com/.../digital-literacy
          .../JISC-Digital-Literacy-Workshop-materials
available under CC (by-sa) license for repurposing and reuse
Digital Literacy
                                                         Activity

1.   Label your diagram with key features of a 'digitally literate
     graduate'
2.   Use terms and ideas that will be familiar in your
     institution, subject area, or setting
3.   There will be opportunities to add and refine your ideas
     during this session
Digital Literacy
                          Why is this an issue now?




  Impacts of                          New demands
digital media                         on education
on knowledge
Digital Literacy
                   'New ways of knowing'
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
Digital Literacy




    Using 'ways of knowing' to expand your
characterisation of a digitally literate learner.

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?
Digital Literacy
                   What are graduate attributes?
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
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)
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)
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)
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
                                      communicative

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Dl slides 1

  • 1. Date Venue Developing Digital Literacy Helen Beetham, Rhona Sharpe, Greg Benfield, Sarah Knight
  • 2. 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?
  • 3. 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://jiscdesignstudio.pbworks.com/.../digital-literacy .../JISC-Digital-Literacy-Workshop-materials available under CC (by-sa) license for repurposing and reuse
  • 4. Digital Literacy Activity 1. Label your diagram with key features of a 'digitally literate graduate' 2. Use terms and ideas that will be familiar in your institution, subject area, or setting 3. There will be opportunities to add and refine your ideas during this session
  • 5. Digital Literacy Why is this an issue now? Impacts of New demands digital media on education on knowledge
  • 6. Digital Literacy 'New ways of knowing'
  • 7. 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
  • 8. Digital Literacy Using 'ways of knowing' to expand your characterisation of a digitally literate learner. 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?
  • 9. Digital Literacy What are graduate attributes?
  • 10. 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
  • 11. 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)
  • 12. 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)
  • 13. 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)
  • 14. 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 communicative