Digital Literacy Standard Curriculum Version 3 Updated: July 1, 2011 The Digital Literacy Standard Curriculum Version 3 consists of five courses: Computer Basics The Internet and the World Wide Web Productivity Programs Computer Security and Privacy Digital Lifestyles Each course has an e-learning module and an assessment. Digital Literacy Version 3 teaches generic ICT skills and concepts, and features screen shots and simulations from Windows 7 and Microsoft Office 2010 to illustrate and provide hands-on examples for students. Go to Basic curriculum page Go to the Standard original version curriculum page Go to the Standard original version curriculum page for version 2 Go to Advanced curriculum page Get help choosing a curriculum version Get help choosing a course Get more information on assessments and the Certificate Test Take the Digital Literacy Certificate Test * A 56K connection or faster connection is recommended to access the offline options. Course Topics
Building digital capability Effective use of digital technology by university and college staff is vital in providing a compelling student experience and in realising a good return on investment in digital technology. Working with stakeholders and sector bodies, we intend to provide clear guidance over what digital skills are required, and equip leaders and staff with the tools and resources they need to improve digital capability at a local or institutional level. As part of our co-design approach, we consulted with a range of stakeholders during the second half of 2014 on their challenges in digital capability, and how Jisc might be able to help. As a result of this, we are planning to develop the following as national level solutions for skills, higher and further education in the UK: A digital capability framework which describes the skills needed by staff in a wide range of academic, administrative and professional roles to thrive in a digital environment.
Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Overview Featured Resources From Theory to Practice This lesson incorporates graphic novels to help students expand their reading, writing, research, and technology skills. back to top Research Report: Informational Graphic Novel Rubric: This rubric provides an overview of the graphic novel research project in this lesson.Research Report: Self-Evaluation of Graphic Novel: This sheet encourages students to reflect on their final graphic novels.
Supporting Digital Leadership | Jisc digital capability codesign challenge blog The role of digital skills, and the roles of leaders in education engaging in digital skills has been highlighted in a variety of reports including the Select Committee on Digital Skills own report, Make or Break: The UK’s Digital Future. However, the recognition of need for leaders to exploit technology goes back as far as Dearing (1997). Having completed a scoping exercise and through a series of structured stakeholder conversations Jisc have begun developing a Digital Leadership Programme. In addition to the versions for teaching staff and researchers included in the core framework, Helen Beetham has now developed a version for digital leaders (shown in the slide show below) which will be used as the basis for the Jisc digital leadership offer. The Digital Capabilities framework is now mapped against two elements of Leadership: The short presentation shows more detail about the two elements are mapped against the six capabilities:
Create digital literacies in others and yourself Skills of the Datavores: Talent and the data revolution The 'big data explosion' requires new analytics skills to transform big datasets into good decisions and innovative products. This report draws on data from a business survey to identify what these skills are, and the situation in the labour market for data analysts in the UK. Its ultimate goal is to improve our understanding of the value of analytics skills, and inform education and skills policy to ensure UK businesses have access to the talent they need to thrive in the big data era. Key findings There isn’t a one-size fit all to creating value from data. Policy recommendations Our findings have informed a policy briefing, Analytic Britain, where we set out an agenda of policy change covering schools and colleges, universities and the labour market with the goal of improving the UK’s analytics skills. Authors Juan Mateos-Garcia, Hasan Bakhshi and George Windsor
Digital Literacy Home Welcome to the Microsoft Digital Literacy curriculum. Whether you are new to computing or have some experience, Digital Literacy will help you develop a fundamental understanding of computers. The courses help you learn the essential skills to begin computing with confidence, be more productive at home and at work, stay safe online, use technology to complement your lifestyle, and consider careers where you can put your skills to work. Use the menu below to see the Digital Literacy curricula and courses available in your preferred language. The Microsoft Digital Literacy curriculum has three levels. The Basic curriculum features a course called A First Course Toward Digital Literacy. The Standard curriculum is available in four versions. Version 4 uses examples and simulations from Windows 8 and Microsoft Office 2013. Version 3 uses examples and simulations from Windows 7 and Microsoft Office 2010. Version 2 uses examples and simulations from Windows Vista and Microsoft Office 2007.
Effective learning analytics We're working in collaboration to build a learning analytics service for the sector. There are over 50 universities and colleges signed up to the initial phases of the implementation. What we are making 1. A basic learning analytics solution This will include everything you require to track student learning activity so that you can improve retention and attainment. 2. We are also developing resources with support to help you take up the learning analytics solutions and navigate challenges such as legal and ethical issues. Follow our progress Alpha phase: September 2015 - April 2016Beta phase: January - September 2016Transition to service: September 2016 - July 2017Service delivery: September 2017 Why this matters Effective use of learning analytics was identified as a priority via a stakeholder consultation process known as co-design. Universities and colleges use student data to help make informed decisions which can lead to improved student satisfaction, retention and attainment.
On Digital Natives, Immigrants, Residents and Visitors - and implementing technology? | Brains Dave White wrote about his Digital Resident/Visitor model on the TALL blog back in 2008 ( and it has been well received. I have recently been thinking about the Digital Native/Immigrant idea of Prensky again, and finding a lot of the criticism of it to be focussed on a particular point, and somewhat lacking in critical reasoning, so I thought it about time I went back and looked at Dave White's model too. It is established in the opening paragraph that Prensky's work is not seen as being useful because it "does not help guide the implementation of technologies it simply provides the excuse that “some people ‘just don’t get it’ which is why your new approach has failed so badly…”". But the good news is that the Resident/Visitor model exists for a different purpose. Looking at the descriptions of Resident and Visitor The choice of words in the two descriptions are interesting. Whereas, for the Visitor we see :
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. 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. 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 A core set of staff development resources for curriculum development Institutional curriculum design resources for digital literacy Briefings, guides Online courses Case Studies Diagnostic tools Diagnostic tools and frameworks for use with students include these self-assessment tools Detailed findings on developing digital literacies in the curriculum (from the DDL final synthesis report)) See also DL staff development materials
Introducing the Digital Learning Quadrants This is the follow-up post and answer to “The Fallacy of Digital Natives“. Let us agree, therefore, that regardless of age or situation, the learning process is one in which any learner can utilize formal, informal and social means to actually learn. It has nothing to do with generational divides. If we were to re-categorize the foolish Prensky and Tapscott terms of Net Generation, Digital Natives and Digital Immigrants into a classification that encompasses all ages and takes into account the realities of access and participation levels, we might use the following: The definitions presuppose we have consensus that learning can (and perhaps does) occur with the aid of technology mediums but regardless of age. Those that are Millennial have equal the opportunity to learn in a digital way if the environment exists in terms of levels of access and participation as with those in GenX, Baby Boomer or Silent Generation types. These definitions are not age discriminatory.
Government Digital Inclusion Strategy Foreword by Francis Maude MP This is for everyone 2014 marks the 25th anniversary of the World Wide Web, one of the greatest British inventions thanks to Sir Tim Berners-Lee. Today, the web has 2.4 billion users worldwide. The web has transformed almost every aspect of public, private and work life. And it has improved people’s lives, whether through cutting household bills, finding a job or maintaining contact with distant friends and relatives. However recent research published by the BBC has found that 21% of Britain’s population lack the basic digital skills and capabilities required to realise the benefits of the internet. In 2012, when Sir Tim’s achievement was recognised at the Olympics Opening Ceremony, his message to the world was unambiguous. If the government’s long-term plan is to build a stronger, more competitive economy and a fairer society, then we must ensure we honour this message. We need to bring together and scale up our efforts, more than ever before. We will: Benefits
Mind the gap: the digital divide and digital inclusion | StatsLife Despite the ubiquitous presence of the internet in our daily lives, the 2013 BBC Media Literacy study showed that some 21% of people can’t use the web and 14% didn’t have any internet access. This means that 7% of the population can access the web, but do not feel that they have the necessary skills to make the most of it. All of these people are classified as being digitally excluded. Source: ONS, Internet Access – Households and Individuals (2015) The world is increasingly moving online first – whether it be for online shopping, banking, or social media. Access and availability: Extending superfast coverage Making superfast broadband available to everyone is just a first step in tackling the digital divide. For this, the government is spending upwards of £1 billion in improving broadband and mobile infrastructure so that by the end of 2017, the government and BT Openreach plan to have made available superfast broadband to 95% of all premises in the UK. Digital inclusion strategy
The issue Technology has, and will continue to, disrupt and transform our lives. Yet despite its ever-growing presence, 23% of UK adults still don’t possess the Basic Digital Skills necessary to take advantage of it. This means one in five people are unable to do simple things like send a Facebook message, apply for a job online, pay bills with an app, or even check what day the bins are collected on their local council website. For some, it means not knowing how to communicate with family and friends online, leading to loneliness, isolation or ill-health. It is not just individuals that are missing out on the benefits of being online. 23% of small businesses don’t have Basic Digital Skills. Without Basic Digital Skills, these SMEs are missing out on their share of the UK’s annual website sales of £193 billion. In the charity sector the challenge is even greater. Go ON UK is committed to increasing digital literacy and reducing exclusion across the UK. Please join us!