Gillen&Barton_Digital Literacies

Digital Literacies in Transition – A Model for Transforming Graduate Attributes Summary Learners have a common goal - to succeed through Higher Education and into the global market. This once meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students’ transition into HE as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies. The aims of this project will be achieved through a series of workpackages overseen by the central Educational Development Unit (EDU) alongside the university’s newly launched e-centre, in conjunction with institutional champions and a five-university ‘Benefits Realisation Camel’. Objectives Project Staff

JISC Digital Literacies programme: A history of Digital Literacy in UK & EU #JISCDigLit — Digital Fingerprint Sarah Payton & Tabetha Newman The EU describes it as digital competency. Lots of debate about what it is, but if we’re talking policy at institutions, it’s important to know what you are seeking to implement. Recommended books: Great (simple) definition of digital literacies: Arguments against “digital natives”: Students often get disheartened when they search the web. Students need to move beyond practitioner training, and into being strong independent learners, who are confident to go off and try for themselves. We have to accept that ‘new’ is here to stay, and that we will no longer be ‘masters’. Assessment needs to change, to ensure that students will NEED to remix the information that’s available, rather than the “digital parrot” [my words!] Mentioned in the chat: Majority of support available is processes. European Union – recognized the need for more training for a knowledge economy (rather than a production economy), see