The document discusses a model for developing digital literacy in learners, which includes four aspects - attributes, practices, skills, and access - arranged in stages of development, with the goal of helping learners progress from basic access and skills to more advanced attributes and practices suited for 21st century graduates. It also examines factors that can inhibit or drive development and proposes using the model to design digital experiences that support learners' progression through the stages.

1. Digital Literacy
A model of learner development
•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?

2. Digital Literacy
Aspects of literacy
academic information ICT
literacies and media literacies
literacies
critical thinking searching and retrieving ICT skills
problem solving analysing, interpreting web skills
reflection critiquing social networking
academic writing evaluating using CMC
note-taking managing resources using TELE
concept mapping navigating info spaces using digital
time management content creation devices
analysis, synthesis editing, repurposing word processing
evaluation enriching resources using databases
creativity, innovation referencing analysis tools
self-directed learning sharing content assistive tech
collaborative learning personalisation
2 …

3. Digital Literacy
Aspects of literacy
academic information ICT
literacies and media literacies
literacies
slow change, rapid change,
cultural and economic and
institutional techno-social
inhibitors drivers
3

4. Digital Literacy
Stages of development
attributes
practices
skills
access
(Beetham and Sharpe 2009)
4

5. Digital Literacy
Stages of development
attributes 'I am...'
practices 'I do...'
skills 'I can...'
access 'I have...'
(Beetham and Sharpe 2009)
5

6. Digital Literacy
Stages of development
relatively stable
aspects of the
person
attributes
practices
skills
access
changeable and
context-related aspects (Beetham and Sharpe 2009)
of the person 6

7. Digital Literacy
Developmental processes
attitudes
motivation
attributes
practices
skills
access
experience
appropriation
(Beetham and Sharpe 2009)
7

8. Digital Literacy
Activity
1. Put your 'graduate attributes' at the top of your pyramid
2. Put your 'learners starting out' at the bottom
3. Write down examples of what your learners can do at
each developmental stage (you can choose just one row
or column)
4. Think about what kinds of experience or opportunity will
enable learners to progress to and beyond each stage
5. (If time) Think about what end-goals motivate students
and what this tells you about how digital experiences
should be designed and embedded