The document discusses findings from focus groups with students at the University of Plymouth regarding their use of technology for learning. It was found that students highly value Google and lecture notes for finding information, but struggle with accessing online journals. Students use social media like Facebook and chat programs to contact peers for help with assignments. They take photos and recordings in lectures to document and review material. Overall, students expect the use of technology at university to enhance their learning, skills, and career prospects.

1. How we live now students' attitudes to technology and learning Helen Beetham Dr Neil Witt

2. Background: the digital literacies challenge (10 mins) Activity: 'what do you know about your learners'? (5 mins) Methods: investigating students' use of technology for learning (5 mins) Activity: practising a card-sort interview in pairs (5 mins) Findings: what learners are saying at Plymouth (10 mins) Final discussion: how should institutions respond? (10 mins) Structure of the workshop

3. The Digital Literacies challenge LLiDA study (JISC 2009) Ideas of employability, citizenship and graduate identity are being re-interpreted for a digital age, in which knowledge is ubiquitously available and relationships are increasingly managed online. Institutions must position themselves to respond quickly and flexibly to the need for new kinds of capability, and to recognise and represent graduate capabilities in new ways.

4. The challenge at Plymouth: Graduate destinations Loss of traditional professional jobs: more associate professional, technical Emerging ('modern' and 'new') professions dominated by ICT and digital media More graduates go on to be self-employed; rise of the 'portfolio; career Changing career patterns and employment opportunities >90% of all jobs require ICT competence This is not real data from the University of Plymouth but an image released by flickr user bitchcakesny under CC by-nc-sa

5. The challenge at Plymouth: TEL as the norm Technology-enhanced is the norm ('embedding of TEL and associated pedagogies') Institutional technologies are not the only show in town Multiply-located, discontinuous, multi-media, interdisciplinary experiences Only 'digitally literate staff and students' can knit it all together

11. Finding information Essential Google (highly valued by all) Google Scholar Athens/online journals Valued lecture notes, textbooks, Tulip, Metalib, Voyager (all 'official' course materials) Google Books citation software (highly valued by the few who used it) e-portfolio (highly valued by the few who used it) Background use assignment criteria, module overview facebook, chat, email, wikipedia, mobile phone (text, voice) (all for contacting other students or, occasionally, former colleagues and tutors) Not valued podcasts, iTunesU, skype, twitter, MySites, old assignments/feedback