Six UAL colleges and six differing approaches to digital literacies. In terms of DIAL college wide engagement CSM (POI project – BA Performance Design and Practice) and LCF (video presentation skills - MA Fashion Entrepreneurship) have had a majority of local engagement and these were through course engagement involving course staff as apposed to college engagement or support, DIAL did not have the capacity to address college or university wide engagement.
In the beginning most of the DIAL projects came directly from central services or departmental interests or channels, Library services, academic and technical away days, student enterprise and employability service (SEE) and CLTAD and as the project progressed we had more course and individual interest. DIAL received little interest from college leaders or even college digital leaders (except CSM who has the only Digital Director job at in the university); senior managers and deans were made aware of the project in year one through meetings and dissemination. Why is this? LCC, WCA, CCA and CCAD. Digital literacies and European TEL research : JISC e-Learning Blog. I was lucky enough to have a workshop accepted at ARV13 this year, a European symposium in which participants attend linked workshops on themes in TEL research.
Although the workshop was not funded by Jisc, I took the opportunity to raise awareness of the Developing Digital Literacies programme, and especially the Exeter Cascade project which I have been helping to take forward. In my own session I spoke about the contribution we can make to building a conscious, critical approach to the use of digital technologies as a key attribute for graduates entering a digital world, and also a value that institutions should have when they invest in digital technologies and approaches. ‘Critical’ is a word that sees a lot of (over?) The Institute for Prospective Technological Studies. Authors: Anusca Ferrari EUR Number: 25351 EN Publication date: 8/2012 Abstract This reports aims to identify, select and analyse current frameworks for the development of digital competence.
Its objective is to understand how digital competence is currently understood and implemented in fifteen (15) cases, drawn from school curricula, implementation initiatives, certification schemes and academic papers. It develops a proposal for a common understanding of digital competence and identifies the sub-competences that compose it. Documents available Get Adobe Acrobat Reader. Mediendidaktik.sharedby. Enacting digital identity « catherinecronin. When we ask our students to share online — in a discussion forum within an LMS; in a wiki, course blog, Google Doc or Facebook group; on Twitter or anywhere on the open web — we are inviting not just online interaction but an enactment of each student’s digital identity.
Involvement in or resistance to online interaction is largely rooted in ideas and beliefs about identity, privacy, voice, authenticity and power. These ideas and beliefs may be articulated easily or they may previously be unreflected, but they will be invoked each time we ask students to participate online. As connected educators, it is essential that we think deeply about digital identity — both our own and our students’. Terms of Service; Didn't Read. TEF764_Greenhow_Gleason%20(2) (1) Digital Literacy Projects. Resources for Data Literacy. The single most important tool I’ve found for improving Digital Literacy is Wolfram Alpha.
At your fingertips, whether on your phone, tablet, or laptop, you have access to all the world’s readily available data. All you have to do is ask. The best thing I can do to improve data literacy is to teach students (and other adults I know) to question the facts they are being quoted as gospel. Here are a bunch of searches I’ve done recently to verify or refute data someone has told me in conversation. While my top choice for digital literacy is Wolfram Alpha, there are some other resources that are great for understanding, interpreting, and visualizing data. Digital and Information Literacies Strategy launched. 4 October 2012 A new strategy to further develop information and digital literacies in the University has just been launched.
The strategy is Information Services' response to the University's new Education Strategy which embeds learning literacies into the curriculum to prepare students for study and employment in the digital age. The Information Services strategy, Embedding learning literacies at Cardiff University: INSRV's Digital and Information Literacies Strategy 2012-2014, outlines the contribution of Library and IT Services in supporting the achievement of the University Strategy. A Broader View of Digital Literacy « JISC PADDLE Project. October 4, 2012 at 9:33 am Pete At the project meeting this week we discussed the need for a broader view of digital literacy.Project members will refine the following ideas before looking again at the frameworks for specific staff and student cohorts (more to follow on these).
Looking again at Digital Literacy definitions, Futurelab provides a compact statement: To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.
JISC and others include the notion of literacy for ‘Living, Learning & Working’ which makes many definitions and frameworks very narrow focusing only on an educational/information perspective. A simplified Futurelab definition could be: How To Make Students Better Online Researchers. I recently came across an article in Wired Magazine called “ Why Kids Can’t Search “. I’m always interested in this particular topic, because it’s something I struggle with in my middle and high school classes constantly, and I know I’m not alone in my frustrations. Getting kids to really focus on what exactly they are searching for, and then be able to further distill idea into a few key specific search terms is a skill that we must teach students, and we have to do it over and over again.
Search Education – Google. Academics' online presence - assessing & shaping visibility 2012. Information Skills for a 21st Century Scotland - Discussion Board - Meeting on 30th August. Information Literacy Community of Practice meeting held at the Scottish Government Offices, Victoria Quay on Thursday 30th August 2012, 11.30 am – Notes on the meeting Present: John Crawford (CILIP Trustee), Abigail Mawhirt (Dundee College), Morag Higgison (Scottish Government), Cleo Jones (City of Edinburgh Council), Ian McCracken (Retired School Librarian), Alice Heywood (substituting for Veronica Denholm Education Officer National Library of Scotland (NLS), Lindsay McKrell (Stirling Council), Ruth Gould (Aberdeen Council), Gillian Hanlon (SLIC), Linda Sutherland (Glasgow Life), Laura Hogg (Glasgow Life), Christine Irving (Independent Information Professional), Marion Kelt (Senior Librarian, Digital Development and Information Literacy, Glasgow Caledonian University) Jenny Foreman (Scottish Government), 2 Individual introductions- Attendees introduced themselves and described their particular areas of interest.
Analysing digital literacies – four headlines. One of the recent activities of the Visitors and Residents project has been the development of an analysis framework to help us to gain a deeper understanding of how our participants are engaging with technology for their learning.
During the process of coding our interviews we noted down recurrent underlying themes and used these as headlines for the framework. We query the data in NVivo using our original coding e.g. “(ANY: Social Media, Facebook, Twitter, Blog) AND (ANY: Authority, Relevance, Reliability)” – the results are then mapped into the framework which captures the nuances of participants views and motivations. CC – Getting involved in discussions at a couple of JISC Developing Digital Literacies project cluster meetings I found myself using the high-level themes from the framework to respond to reporting from the projects. 1. Finding a Voice. WebCite query result. En-C39-05-PRE-15724-TAYIE. Teen Social Media Infographic from Common Sense Media. June 26, 2012 Social Media, Social Life: How Teens View Their Digital Lives is the latest research report from Common Sense Media's Program for the Study of Children and Media.
We surveyed over 1,000 13- to 17-year-olds nationally to understand how they perceive social media (like Facebook and Twitter) affects their relationships and feelings about themselves. Read highlights from the study in the infographic below, and visit our research page to download the full report. Computer Programming for All: A New Standard of Literacy. Everyone ought to be able to read and write; few people within the global mainstream would argue with that statement. But should everyone be able to program computers? The question is becoming critically important as digital technology plays an ever more central role in daily life. The movement to make code literacy a basic tenet of education is gaining momentum, and its success or failure will have a huge impact on our society.
The democratization of literacy in the late 19th century created one of the great inflection points in human history. Supporting Academic Practice in a Digital Age · neiljohnford. Cyberwise Guide to Media Literacy. A Curated Conversation on Digital Inclusion « The Heutagogic Archives. Digital Inclusion & Policy Overview; I previously promised to write a blog post on the practicalities and way forward relating to Digital Inclusion based on upcoming events. The Curated Conversation on Digital Inclusion and, subsequently a workshop on Social Digital Research organised by UK Online Centres and held as part of Dr. Ellen Helsper’s work relating to Media Policy at the LSE. This post will pick up on some of the issues raised partly to promote awareness on Digital Day in Adult Learners Week, partly to highlight issues that a networked digital society might have to address.
At TEL (the Technology Enhanced Learning Research Programme) we have been experimenting with fresh ways of developing research-driven policy recommendations. Curated conversations had three initials inspirations. 20 ways of thinking about digital literacy in higher education. Josie Fraser, social and educational technologist, Leicester City Council First define what you mean by digital literacy: The definition I most frequently use is this one: digital literacy = digital tool knowledge + critical thinking + social engagement. Then it's worth knowing its main characteristics: • It supports and helps develop traditional literacies• It's a life-long practice• It's about skills, competencies and critical reflection on how these skills and competencies are applied• It's about social engagement Top tips for developing the digital literacy of non-traditional students: Begin by exploring the ways in which the group are already using mobile and web based technologies.
Many of them will already be engaging with tech for personal use, for example Skyping relatives, keeping in touch on Facebook or using mobile phones. World of E's. TeachWebMaking. Web Literacy Skills: now in diagram form :) « rwxweb. Whether the digital era improves society is up to its users – that's us. Most technology designers engage in their trade to make the world a better place. Technologists love to celebrate the amazing things that people can do with technology – bridge geography, connect communities and transform societies. Meanwhile, plenty of naysayers bemoan the changes brought on by technology, highlighting issues of distraction and attention for example. Unfortunately, this results in a battle between those with utopian and dystopian viewpoints, over who can have a more extreme perspective on technology. So where's the middle ground? One of my favourite maxims about the role of technology in society is called Kranzberg's first law.
With this complexity in mind, I would like to introduce a question that I have been struggling with for the past few years: what role does social media play in generating or spreading societal fear? This question is grounded in three foundational claims: 1. Social media training resources produced by researchers at the University of Warwick. Home › Higher Education › Social media training resources produced by researchers at the University of Warwick Social media training resources produced by researchers at the University of Warwick. Turning Students into Good Digital Citizens. The Definition of Digital Literacy. JISC at Association of University Administrators (AUA) 2012 « Myles Danson.
One outcome of a recent JISC / AUA roundtable was to put together a JISC theme at the AUA anual conference. What does 'safe' look like in a digital age? There seems to be something automatic about responding immediately when a text comes in. Maybe it’s because a text is just part of a conversation. But whatever that reflex is, it needs an override when we’re driving – an override either in the software between our ears or some “I’m not available right now” software in our phones.
AT&T has an app for that called “DriveMode” that sends a text back saying its owner is driving. As for the override in our heads, it needs to be: “I’m driving, the text can wait.” So AT&T today launched a campaign all about that at ItCanWait.com. “The good news in a report … by State Farm Insurance was a greater awareness among teenagers of the risk posed by using mobile devices to text or talk while driving.”
The Job Hunt: Social Media Tips. From a marketer’s point of view, turning to social media outlets is a no-brainer. If your job is to get the word out and spur on sales, the first thing you’re going to do is head to where the largest amounts of people are gathered. In the world of the job hunt, your approach should be no different. If you’re looking for work, head to where the largest amounts of employers are gathered. For years this magic location was a fragmented, or loosely organized collection, at best, and job seekers often engaged recruitment agencies to help them find this employment Elysium.
TEDx Warwick: The Essential Elements of Digital Literacies. Behind the Mask of Digital Identity. Although Strauss was writing more than two decades before the Internet became part of mainstream popular culture his quote applies equally well to the concept of how we present ourselves online through a digital identity. Developing digital literacies in practice. Digital literacy. 21st Century Literacies. SCONUL Seven Pillars model: Digital Literacy lens. Computer Science is not Digital Literacy. Digital and Media Literacy: A Plan of Action. DIGITAL LITERACY.
ThisismeCareers0-1_2.doc. Resources. JISC infoNet: e-Learning Programme support (67) Literaci.es. Digital Literacy @ University of Worcester. Research supervisors and information literacy. Digital literacies.wmv. Digital Literacy and Citizenship Curriculum for Grades 9-12. Digital literacy 1: What digital literacies? Publications. NetworkED: Technology in Education. Digital literacy. Professionalism in the Digital Environment (PriDE) Broadcasting ourselves « Digital Literacy @ University of Worcester.
Digital Literacies for Writing in Social Media. Developing Digital Literacies Programme Start Up Meeting. Developing digital literacies. Digital Literacies (1) – Definitions « Pete Bell. Digital Literacies Pilot Materials.