#jiscdiglit

1. #jiscdiglit • Digital literacy: sharing knowledge to create better policies 26th July 2012, Bristol

2. Agenda • Session 1: Opening • 10:00 Welcome, introduction and objectives of the meeting • Paul Bailey (JISC) and Tabetha Newman (Timmus Limited) • 10:10 Tour de table (Presentation of participants) • Each attendee provides their name, organisation/institution, and link with digital literacies (approx. 1 minute each) • Session 2: Digital Literacy: some ongoing projects • 10:40 The JISC Developing Digital Literacies Programme (3x 5mins) • Paul Bailey (JISC), Lindsay Jordan (University Arts London), Helen Beetham (JISC) • 11:00 Coffee Break

3. Agenda • Session 2: Digital Literacy: some ongoing projects (continued) • 11:20 Other perspectives on Digital Literacy from the UK (3x 5mins) • Josie Fraser (Leicester City Council), Dave White (Oxford University), Lyndsay Grant (University of Bristol) • 11:40 Digital Competence: the EC perspective and the DIGCOMP framework: AnuscaFerrari (JRC-IPTS) • Session 3 • 12:00 Group work: providing feedback to the DIGCOMP draft framework • 12:45 Wrap up

4. #jiscdiglit Developing Digital Literacies for staff and students in Universities and Colleges Paul Bailey, JISC Programme Manager

5. 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.

6. Developing Digital Literacies Projects • University of Bath • University College London • Oxford Brookes University • Cardiff University • Worcester College of Technology • Institute of Education, London • University of Greenwich • University of the Arts London • University of Exeter • GrŵpLlandrilloMenai • University of Plymouth • University of Reading

7. Building on previous work • 2006-08 – Learners' experiences of e-learning programmeStudents' success depends on strategies for integrating ICT into academic practice; students' strategies and preferences differ widely • 2009 – Learning Literacies for a Digital Age studyDigital literacy needs to be integrated across the curriculum: learners develop through authentic tasks in meaningful situations • 2010 – Supporting Learners in a Digital AgeNine institutional case studies in developing learners' digital capabilities: listening to and responding to learners as a theme • 2011 – Digital literacy workshop seriesCascading outcomes of LliDA and SLIDA: tools for organisational and curriculum development; sharing best practice • 2011-13 – Developing Digital LiteraciesprogrammeFunded institutional projects, integrating digital literacy development across the board; community consultation

8. Staff Association and Professional Bodies • The sector bodies and professional associations JISC is working with initially include: • Association for Learning Development in Higher Education (ALDinHE) • Association for Learning Technology (ALT) • Association of University Administrators (AUA) • Heads of Educational Development Group (HEDG) • OrganisationalDevelopment in Higher Education Group (ODHE) • Standing Conference on Academic Practice (SCAP) • Staff Development Forum (SDF) • Staff and Educational Development Association (SEDA) • Society of College, National and University Libraries (SCONUL) • Vitae

9. Frameworks and Mappings • The SCONUL7 Pillars of Information Literacy through a Digital Literacy ‘lens’ http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html • Welsh Information Literacy Framework (Digital Literacy Modules) which uses the 7 Pillars

10. Frameworks and Mappings • Making a JISC/Professional Associations Guide to Implementing the UK Professional Standards Framework in the Digital University http://bit.ly/MLw1ni • Association of Learning Technology CMALT http://www.alt.ac.uk/get-involved/certified-membership • UCL Teaching Administrator PDP qualification mapping to the AUA 9 professional behaviours mapped to the 7 JISC digital literacy areas http://www.aua.ac.uk/uploadedfiles/PDFs/prof_behaviours.pdf

11. What did I learn and how will I apply it? Commit and plan time to undertake accreditation programme How am I going to approach it? What did I learn and how will I apply it? Review of PDP and experience of accreditation programme Identify new/enhanced skills, knowledge, behaviours Reflection on impact of learning on own professional practice and on TA knowledge base Identify impact of new/enhanced skills, knowledge, behaviours on own efficiency and effectiveness and team/department performance DPA / FoI requests Servicing committees, groups and boards Participating in departmental and wider committees and groups Engaging with CPD (3 days minimum per annum) Arranging Open DaysStudent application processes Managing assessment processes Producing and updating materials and publications Meeting service standards Responding to queries from prospective students Providing advice and guidance to students Dealing with student complaints and issues Monitoring equal opportunities data and practice Monitoring effectiveness and efficiency The actual learning Actively seek feedback from mentor, colleagues and internal and external customers Engage in development activities with others Provide feedback and peer support to other programme participants All digital literacies Life planning ICT literacy Media literacy Digital scholarship Working as part of wider admin team Liaison with internal and external examiners Liaison with other units Liaison with employers Organising conferences and events Communication & collaboration Information literacy The actual learning UCL Teaching Administrator PDP qualification Communication & collaboration ICT literacy Digital scholarship Life planning Developing new systems Supporting activities to generate new revenue Embedding and extending innovations Identify on-the-job development opportunities Engage with unfamiliar development methods Create development opportunities How am I going to approach it? Advice and support to colleagues using systems and tools Co-ordinating student induction programmes Line management of team Contributing to knowledge base/ TA Handbook Life planning Learning skills ICT literacy Identify relevant prior learning Self assessment against professional behaviours Identify development methods Produce PDP Briefing colleagues about new UCL policies/ procedures Developing and implementing changes to systems, processes and procedures Implementing changes to UCL policies and procedures Media literacy Information literacy Communication & collaboration Developing and implementing new strategies, processes and procedures Maintaining student/staff records Producing statistical reports Using UCL systems eg PORTICO,VLE Maintenance of resource libraries Budget management Maintenance of departmental intranet/ internet Timetabling What do I need to know? Reflection on own approach to digital literacy Analysis of need for change Reflection on own reaction to change What do I need to know? The actual learning Assess context of role within department, UCL, HE Prioritise professional behaviours June 2012 v.5 Maximise broad range of formal and informal development resources

12. Student Digital Literacy Frameworks Examples at a programme level • Student Engagement Pilot – National Union of Students, Quality Assurance Agency (student engagement team). National recognition for institutional awards for student as change agents/pioneers • Examples at a project level • Worcester College of Technology – Open College Network Modules on Developing Digital Literacies (for staff and students) • Oxford Brookes University – Students as e-Pioneers scheme Accredited Institute of Leadership and Management and CMALT Scheme