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Digital Literacies Development Framework

#digilit #altc10

Helen Beetham | Rhona Sharpe

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The JISC DL materials

See 'Using these Materials'for a complete list

See also Cloudworks, LLiDA wiki, slideshare,

DIGITAL-LITERACIES-PILOT fileshare site

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Why Digital Literacies?

■ (Analysis of 62 members of digital literacies jiscmail list)

■ Roles: e-learning, learner support, library, curriculum, outreach, academic staff, ICT/ILT, careers

■ Challenges: new ways of teaching/learning, new kinds of students, supporting CPD, developing online support, sharing ideas, inclusivity/WP, supporting independent/online learners, learning experience, graduate attributes...

Digital literacies are high on the agenda, though [there are] diverse views about the best approach for delivering support

Addressing varied levels of digital literacy amongst students and staff is an ever-present and interesting challenge!

We are certainly aware that the interest in digital learning amongst our students is increasing

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Defining digital literacy

Digital literacy is defined as the confident and critical use of ICT for work, leisure, learning and communication.

European Commission report DigEuLit, 2006

in terms of: stancepracticecontext

Literacy as: foundational capabilitycultural entitlementsocially and culturally situatedself-transformationcontinually under development

Introduction

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practicespracticespracticespracticespractices

Introduction

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contexts

Graduate attributes

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academicliteracy

Generic literacies

ICT/techno- literacy

stancepracticecontextrepertoire

stancepracticecontext

repertoire

information and medialiteracies

Competence frameworks

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A focus on development

How do effective learners develop digital capabilities?

What kind(s) of experiences do they have and how do they learn from them?

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access

skills

practices

attributes

internalised, relatively stable

situational, relatively open to change

Developing graduate attributesLiteracies development framework (pyramid)

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access

skills

practices

attributes

extensive, complex, ill-defined

intensive, structured, well-defined

Developing graduate attributesWhat kind of experiences?

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access

skills

EntitlementFoundational experiences without which individuals are significantly disadvantaged Ensuring all learners have functional access to core technologies, services and devices Developing core capabilities on which specialist/personal expertise can be grounded

Developing graduate attributesWhat kind of experiences?

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EnhancementSpecialised, situated experiences which qualify an individual in particular practicesEnabling learners to choose, judge, personalise and integrate technologies (stance)Supporting self-development and self-expressionEnabling learners to pursue personal goals and ambitions across contexts

Developing graduate attributesWhat kind of experiences?

attributes

practices

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Do more

6 October, ELESIG event in London: http://elesig.ning.com/

SliDA case studies available from October: https://wiki.brookes.ac.uk/display/slida/Home

TLRP/TEL update on digital literacies forthcoming September:http://www.tlrp.org/tel/digital_literacy/

Cloudworks discussion area with downloadable materials: http://cloudworks.ac.uk/cloud/view/4293

LliDA wiki including best practice examples: http://caledonianacademy.net/spaces/LLiDA/

DIGITAL-LITERACIES-PILOT on jiscmail

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Learning Literacies for a Digital Age