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Digital Literacy

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The Design Studio / Developing digital literacies in the curriculum. This resource set is for: teachers and other professionals involved in curriculum design Students develop digital capabilities and confidence mainly in the context of their courses of study.

The Design Studio / Developing digital literacies in the curriculum

They are more likely to adopt digital practices that are clearly relevant to the course they have chosen and the life chances that interest them. On leaving further or higher education, graduates will need more than a good general level of digital literacy: they will need a repertoire of specialised skills suited to their choice of career and their subject specialism. They will also need an appropriate awareness of digital developments and issues All of these make it important that relevant digital experiences and activities are embedded into the curriculum. The following resources are designed to help teaching staff - and other professionals involved in curriculum design and review - to think about current practice in the curriculum and to design appropriate new opportunities.

Jisc Resources. Bloom's Taxonomy Blooms Digitally. 4/1/2008 By: Andrew Churches from Educators' eZine Introduction and Background: Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy.

Bloom's Taxonomy Blooms Digitally

Developing digital literacies in the curriculum - slidedeck - Google Slides. DIAL projects and activities. DIAL Developed & supported Communities of Practice and Interest groups.

DIAL projects and activities

The DIAL Project blog and the resource groups page (below) show DIAL projects and activities outputs to date. For all DIAL related posts on process.arts also see DIAL 2011 - 2013 group and the DIAL tag. Led and stewarded by the group initiators and participants Groups were led by the self identified staff initiators, each group carried out its own mini project in collaboration with DIAL producing a number of outputs these were shared on process.arts DIAL supported the development of Clusters Groups, promoting good practice and sharing interests.

Developing students' digital literacy. The issue Even today’s students need support with some areas of digital practice, particularly in an academic context, so it’s important to make sure that these needs are met.

Developing students' digital literacy

While employability is an obvious driver, developing students who can learn and thrive in a digital society is a key role for universities and colleges. We define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. To help with thinking about this, we have outlined seven elements of digital literacy for consideration, which can be seen in the following diagram. What you can do Below, we've summarised some of the steps you can take to improve your students' digital literacy. Digital literacy « Libraries, Information Literacy and E-learning. European Conference on Information Literacy in Dubrovnik This week I am attending the European Conference on Information Literacy (ECIL2014) in Dubrovnik.

digital literacy « Libraries, Information Literacy and E-learning

I’ll write up a longer post on the keynotes and sessions I have attended, but here are my slides from the presentation I am giving on Thursday with one of my colleagues from LSE, Maria Bell. It’s more about the Student Ambassadors for Digital Literacy project which is recruiting students this week at LSE for our second year. Secondment starts today! Today I am starting a two day a week secondment to LSE’s International Programmes, the department that is responsible for our distance learning provision accredited by the University of London.

Which technologies have you used in your studies? Back to my secondment though; for the next six months I’m going to be working to develop a digital literacy programme aimed at teachers. Reflecting on Students as Partners First what worked? (more…) Information Literacy Policy.pdf. Recommendations for Digital Literacy Program and Libraries. I am pleased to report that ALA OITP Digital Literacy Task Force (of which I was a member, it has disbanded) released the final Conclusions and Recommendations for Digital Literacy Programs and Libraries.

Recommendations for Digital Literacy Program and Libraries

You can download the full report and read the blog post at Digital Dispatch. I have highlighted some sections I believe are the most important specifically sections related to libraries as powerful partners in their communities, working with others on digital literacy issues and demonstrating the attractiveness of libraries as partners in their communities the importance of a culture of learning, exploration, and curiosity for library staff.continuing education for library staff and support for this by directors, local, state, and national organizations.sharing resources, collaboration,the value of good research, not just to libraries, but to those who want to support libraries, and those who should. Digital Literacy - Study. Deakin University Library. Day_2_Session_5_We've_Made_an_eBook_-_text. 21_13.pdf. Developing Digital Literacy. IL Strategy 2013.pdf. UG_Embedding_Digital_Literacy.pdf. Digital and information literacy. The Best Tools for Finding Information When Google Isn't Enough.

Blogs.lse.ac. This project aims to explore what can be delivered in face to face teaching versus what can be provided digitally and the range of resources available in Moodle; and will also discuss the value of engaging students in this work.

blogs.lse.ac

Twenty undergraduate students have been recruited to join the LSE Student Ambassadors for Digital Literacy (SADL) network and will take part in iterative workshops on digital literacy skills with colleagues in the LSE Library, Teaching and Learning Centre (TLC) and Centre for Learning Technology (CLT). The SADL project will then allow students to take an integral part in the development of resources for their courses by working closely with LSE staff, and ensure that resources that are made available in Moodle meet the needs of students, by sharing their experiences directly with their peers.