US Digital Literacy Becta Schools - Learning and teaching - Digital literacy - Digital literacy guidance for schools Becta Local authorities Becta Local authorities . Research About Local authorities Becta provides advice and guidance to local authorities to support and encourage schools to improve learning with ICT. We do this by providing information and tools for whole school improvement and best value procurement. Government strategy Funding Self-review framework Procurement E-safety Personalising learning Extending opportunities Get involved Publications Recent publications Download or order Becta publications. Harnessing Technology for Next Generation Learning: Children, schools and families implementation plan 02 March… Becta Last update: 2011 Becta Schools Becta Schools Most of our online resources are now available under the Open Government Licence for anyone to re-use. Becta research Becta research . Becta home Becta home Most of our online resources are now available under the Open Government Licence for anyone to re-use. Further education and skills - Becta Industry and developers - Becta
Digital Literacy Fundamentals Introduction Today’s youth are often called ‘digital natives’ by adults because of the seemingly effortless way they engage with all things digital. It’s easy to see why: Canadian youth live in an interactive, “on demand” digital culture where they are used to accessing media whenever and wherever they want. But this enthusiasm masks a potential problem: although young people don’t need coaxing to take up Internet technologies and their skills quickly improve relative to their elders, without guidance they remain amateur users of information and communications technology (ICT), which raises concerns about a generation of youth who are not fully digitally literate, yet are deeply immersed in cyberspace. In order to be literate in today’s media-rich environments, young people need to develop knowledge, values and a whole range of critical thinking, communication and information management skills for the digital age. A basic question, then, is what exactly is digital literacy?
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.
Cornell University - Digital Literacy Resource DRAFT Digital Literacy Standards - Definition Digital Literacy is “the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others in order to participate effectively in society”. Basic elements of this definition include: Participation Access Integration Analysis Evaluation Management Creation Communication Empowerment Many organizations use different terms such as ICT (information and communication technology) standards, educational technology standards and others; we view these terms as synonymous with digital literacy standards. Development of Standards A group of B.C. educational leaders have begun identifying digital literacy standards for our learners. The Draft B.C. Draft Profiles for Technology Literate Students (PDF , 300KB) We invite you to look over the work of the group.
7 Reasons Why Digital Literacy is Important for Teachers - Blog | USC Rossier Online The meaning of "digital literacy" has shifted over the years. While there was a time when job candidates were encouraged to list "Proficient at Microsoft Word" on their resume, now such skills are considered standard. This shift toward a technologically savvy workforce has permeated the classroom as well. It makes sense to assume that the more digitally literate our teachers are, the more they'll employ these skills in the classroom, which will in turn foster a strong sense of digital citizenship in our students. However, the importance and scope of digital literacy extends beyond this simple theory. Here, we've laid out seven reasons why digital literacy skills are important for today's teachers. 1. Google is a powerful tool. Create: Produce new or original work; Evaluate: Justify a stand or decision; Analyze: Draw connections among ideas; Apply: Use information in new situations; Understand: Explain ideas or concepts; Remember: Recall facts and basic concepts 2. Academic Plagarism 3. 4.
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:
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.
2.2 Defining Digital Literacy - Open Textbook Defining digital literacy (or literacies) is difficult given the contested and common sense understanding of literacy described above and the host of competing terms in the arena of new technology – these include information literacy, computer literacy, internet literacy and hyper-literacy. In addition, the object of digital literacy is constantly moving; as Helsper comments, definitions keep changing because the digital and cultural environment keeps changing (Helsper 2008). One consequence of this is a degree of ambiguity in the use of the term, what Zac and Diana refer to as the ‘inherent squishiness’ of digital literacy (Zac and Diana 2011). The concept of digital literacy was introduced by Paul Gilster in his book of the same name (Gilster 1997). Gilster took a broad approach to digital literacy defining it as ‘the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers’ (ibid: 1).
What Is Digital Literacy? Ava reads at Indian Run Elementary School in Dublin, Ohio. The school integrates iPads, laptops, and books into reading time. —Maddie McGarvey for Education Week Digital Literacy: An Evolving Definition While the word "literacy" alone generally refers to reading and writing skills, when you tack on the word "digital" before it, the term encompasses much, much more. Sure, reading and writing are still very much at the heart of digital literacy. The term is so broad that some experts even stay away from it, preferring to speak more specifically about particular skills at the intersection of technology and literacy. The American Library Association's digital-literacy task force offers this definition: "Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills." Finding and Consuming In some formats, "consuming" digital content looks pretty much the same as reading print.
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
What is digital literacy? Digital literacy is the topic that made the ETMOOC learning space so irresistible to me… I think as educators we spout off about wanting our students to be digitally literate, but not many of us (myself included) have a firm grasp about what that actually means, and quite a number of us are still attempting to become digitally literate ourselves. Whatever that means. It turns out, defining digital literacy isn’t such an easy task. The etmooc community was fortunate enough to hear Doug Belshaw speak on this topic in a recent webinar. I’ve followed Doug on Twitter for quite some time, and it turns out his dissertation investigates just what is digital literacy… and his TED talk can be viewed here. Doug explained that digital literacy is quite ambiguous, and he doesn’t have all of the answers when it comes to defining these terms. 30 definitions of digital literacy represented in one of the first texts about the topic (from Gilster, published in 1998!!)
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