#jiscdiglit

1. #jiscdiglit Developing Digital Literacies What digital literacy means practically to staff and students…Helen Beetham (Consultant) and Paul Bailey, JISC Programme Manager Developing Digital Literacies What digital literacy means practically to staff and students…Helen Beetham (????) and Paul Bailey, JISC Programme Manager

2. What does the term “Digital Literacy” mean to you? Student Academic Staff From Mark Kerrigan, University of Greenwich, Baseline Survey 2012

3. What is our definition of digital literacy? We’re working with colleges and universities to embed core digital skills into the curriculum. By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.

4. Developing Digital LiteraciesProgramme A sector-wide programme promoting the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for staff and students in UK further and higher education.

5. Areas assessed for the baseline Summary of the areas looked at in the project baseline reviews http://bit.ly/JiUV0m Policy and strategy Infrastructure Support and professional services Practices in the curriculum Developing capability and expertise Cultures and attitudes

6. Areas assessed for the baseline • For each of these areas, think and write in the chat window: • How would my institution rate on these issues? AND/OR • What is the most important thing my institution needs to do in this area?

7. Policy/strategy • Multiple strategies (4-11) with a lack of clear ownership of the digital agenda • Evidence of integration around e.g. employability skills, new senior roles (CIO, Digital Development) • Senior managers may lack the vision and expertise to bring strategic areas together • More important to have vision of what's possible at all levels, and expertise that can be mobilised to meet rapidly changing priorities

8. Infrastructure • Need for robust, reliable, flexible infrastructure e.g. networks, access/identity mngmt, data services • Bring your own devices/services • Learners are relying increasingly on the use of their own technology for study and for assessment • Tutors have mixed opinions as regards using external social media against social media designed specifically for educational use (Paddle project, ColegLlandrillo) • Requires attention to the contract between learners/institution and addressing digital divide • Requires strategy for third-party software/services

9. Support and professional services • Digital aspects to many core services of the university – library, learning skills, access & WP, international office, RKT, HR, careers... • Professionals identify need for development of their own digital capabilities and confidence • Should be involved in decisions about strategy & infrastructure (they see current needs & emerging issues) • For some students, support needs to be integrated and pushed (e.g. within the curriculum, induction, personal learning plans) not pulled

10. Curriculum practices • Focus on institutional systems – especially the VLE – which is often used just for accessing content • Need for DL to be understood in subject-specific ways, as: • a repertoire of relevant capabilities and practices • that make sense in specific situations and settings • employing a variety of technologies including (where relevant) personal and social • encompassing considerations of safety, value, purpose, ethical and legal issues • Authentic, meaningful activities making use of digital technologies where appropriate

11. Curriculum technologies Not just use of subject-specific systems, but also subject-specific use of generic technologies • Specialised • system/application • based around and integrated into a complex practice • e.g. VLE, SRS, CAD/CAM, SPSS, nVivo, design environments, Endnote... • Non-reconfigurable, integrated • Steep learning curve • Professional/academic identity • Generic • Mobile device and apps • Web browser and services • Profile and preferences • Ease of adoption/use • Reconfigurable, modular • Shared, open, social, public • Personal/social identity

12. Developing expertise • Most generic technology adoption is self- or peer-supported • Specialist technologies and specialist practices with tech require more structured support • Opportunities to share expertise are highly valued e.g. group work, showcases/reviews, mentoring • Students' expertise needs to be treated as a resource • Do not allow (lack of) digital expertise to become another entrenched aspect of disadvantage – address entitlement and expectation

13. Culture and attitudes • Early career staff in all roles are more likely to adopt novel technologies and make use of personal tech in professional settings • Attitudes to tech in all roles are very various – an aspect of personal, professional and subject identity • Students worry about: 'acceptable use', distraction, time management, blurring personal/study time • Staff worry about: being 'left behind', information overload, blurring personal/professional boundaries • How would you describe attitudes to technology in your institution? • What 'digital stories' are told?

14. #jiscdiglit Developing Digital LiteraciesKeeping Informed Getting Involved

15. Developing Digital Literacies - http://bit.ly/ddl-prog • JISC on Air online radio programmes • Part 1 - Digital Literacy – delivering the agenda within colleges and universities • Part 2 - Developing digital literacies for working in a digital world • Available from: www.jisc.ac.uk/jisconair • Developing Digital Literacieswebinars – a series of public webinars. • Summary of the projects baseline reports. Available online: http://bit.ly/JiUV0m • Summary of the professional association baseline reports. Available online: http://bit.ly/KWFJUo • Institutional videos from the Developing Digital Literacies projects visit http://bit.ly/jiscdlprogvideos to hear about how they are implementing digital literacies at a strategic level

16. Developing Digital Literacies briefing paper • Developing Digital Literacies Briefing paper available in June 2012, from http://bit.ly/ddl-prog and available to order from publications@jisc.ac.uk • Provides a summary of the context and emerging outcomes of the programme together with links to relevant resources . “Digital literacy is the intersection between digital knowhow and academic practice. Or, if you want to frame it differently, the ability to learn, the ability to learn well.” Helen Beetham, Synthesis consultant 07/06/12 | Slide 16

17. Further information and resources • Programme blog - http://elearningprogs.jiscinvolve.org • Digital Literacies Webinars - http://bit.ly/HKbYoy • Join JISC-DIGLIT-PUBLIC@jiscmail.ac.uk • Follow #jiscdiglit • Come and speak to us – the programme will be represented at the Blended Learning Conference, HE Academy Conference, Greenwich e-Learning Conference, ALT-C with proposals submitted to SEDA Annual conference

18. Innovating e-Learning 2012 The 7th JISC international online conference takes place on 13th – 23rd November 2012 Registration details announced shortly! #jiscel12 www.jisc.ac.uk/elpconference12 Digital literacies will be a key theme of the conference and opportunities to share your work in the conference activity week 'I just want to say #jiscel11 was awesome...'