Open University - Digital and Information Literacy Framework What is digital literacy and how is it different from information literacy? Digital literacy includes the ability to find and use information (otherwise known as information literacy) but goes beyond this to encompass communication, collaboration and teamwork, social awareness in the digital environment, understanding of e-safety and creation of new information. Both digital and information literacy are underpinned by critical thinking and evaluation. What does the DIL framework cover and how is it structured? For the purposes of the DIL framework, digital literacy refers to the skills, competences, and dispositions of OU students using digital technologies to achieve personal, study, and work-related goals. This website allows you to view the Framework in different ways. View all allows you to view the entire Framework. The Framework is divided into five competence areas, which can be viewed individually: What is the DIL Framework for and who is it aimed at? Reflecting on skills Contact us
Digital Literacy Statements | Professionalism in the Digital Environment (PriDE) From the outset, the PriDE project will be interested in exploring what it means to be ‘digitally literate’ within the subject disciplines. The Faculty Learning Communities discussed this idea in their creative think tank sessions with the aim of articulating a digital literacy definition for each Faculty or School. These digital literacy definitions have been shared with the wider community on this blog as one of the project outputs. These statements are also joined by a list of Faculty digital literacy attributes for learners. The digital literacy attributes for each Faculty and School are made available below. Faculty of Engineering and Design learner digital literacy attributes PDF Faculty of Humanities and Social Sciences learner digital literacy attributes PDF Faculty of Science learner digital literacy attributes PDF School of Management learner digital literacy attributes PDF Like this: Like Loading...
Website evaluation - Study Skills - Upgrade Study Advice Service It can be hard to know what you're looking at on the web. Is it any good? Can you use it for your assignment or research? Is it good solid research, by qualified and reputable people, or is it…. just something random …You need to know, because YOU are responsible for the quality of information you use. Evaluating web sources (Oxford Brookes Library guide). You can use any of these sets of criteria if you are asked to evaluate sources as a set piece of work.
From Knowledgeable to Knowledge-able: Learning in New Media Environments Academic Commons. January 7th 2009 Most university classrooms have gone through a massive transformation in the past ten years. I’m not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more subtle, yet potentially much more transformative. There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. This new media environment can be enormously disruptive to our current teaching methods and philosophies. The sheer quantity of information now permeating our environment is astounding, but more importantly, networked digital information is also qualitatively different than information in other forms. Physical, Social, and Cognitive Structures Working Against Us But there are many structures working against us. A Crisis of Significance Notes 1.
mapping information landscapes video-planning-home A goal without a plan is just a wish. – Antoine de Saint-Exupéry Producing a video can be a time consuming and potentially very expensive process, whether you are doing it yourself or employing an external supplier. Image by Jisc. All rights reserved. The normal course of a video production tends to separate into three discrete phases: pre-production (or planning), production (or shooting) and post production (primarily editing); the production phase is covered in depth in our video production infokit. Planning a video production is much like planning any other activity that requires a degree of forethought. During the planning phase you will need to consider:
Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap Note: This article was originally published in The Technology Source ( as: Timothy VanSlyke "Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap" The Technology Source, May/June 2003. Available online at In a two-part series entitled "Digital Immigrants, Digital Natives," Marc Prensky (2001a and 2001b) employs an analogy of native speakers and immigrants to describe the generation gap separating today's students (the "digital natives") from their teachers (the "digital immigrants"). Digital Natives are used to receiving information really fast. In contrast, those not born in the digital world reveal their non-native status through a "digital immigrant accent" that manifests itself in a number of ways—printing out a digital document to edit it rather than editing it online, for example (Prensky, 2001a, p. 4). Prensky's analogy struck a chord for me. . . . just dumb (and lazy) of educators?
Karen Blakeman - search and social media training and consultancy Pathways | Using | Assess your skills | Being Digital | Open University Library Services When you select a pathway, you will see a number of activities on a particular theme. Pathways allow you to develop a deeper understanding of a topic. You can work through the activities in your chosen pathway in any order. The icon next to each activity helps you to identify the format used (e.g. activity, video, audio, or external resource). This is a list of all the pathways available. Assess your skills Assess your familiarity and confidence with online tools and environments and find out which activities can help you develop your skills further. Start pathway Avoiding plagiarism Learn to recognise what plagiarism is, the forms it can take and how to avoid it by developing your skills. Start pathway Communicating online How can you ensure your interactions with others online are appropriate and effective? Start pathway Effective searching Learn how to focus your search effectively, avoid common searching pitfalls and ensure you retrieve the best information for your needs. Start pathway
Cost of Freedom - collaborative book on Freedom and Culture Once marginal, the free culture is today on the edge of becoming the new normal thanks to the Internet while being threatened in its fundamentals by its own success. The many contributions in this book offer a unique snapshot of its dreads and interrogations, and a tentative program for the reader to reflect on the future of freedom in our times. Freedom comes with many costs, not least responsibility. Social, psychological, financial, bodily, emotional: known and unknown costs, often to bystanders, turn any strategy to gain and protect freedom into an ambiguous quest. Sometimes it isn't clear what freedom means. Considering the costs borne by millions to obtain, for example, freedom from slavery or freedom to vote, free knowledge movements seem rather safe and straightforward. This book is born in an attempt to free Bassel Khartabil, loved and celebrated Internet volunteer detained in Syria since 15 March 2012.
ACRL Framework for Information Literacy Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Expedited shipping is available for an additional charge. Payments with a check should be sent to: Association of College and Research Libraries Attn: Standards Fulfillment 225 N. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email acrl@ala.org. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. Check for upcoming ACRL eLearning webcasts and online courses. ACRL’s Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Contents IntroductionFrames Introduction Notes 1. 2. 3. 4.
Developing your digital literacies This resource set is for: students and staff in further and higher education and all those supporting their development of digital capabilities Resources from the projects to support the development of students and (mainly) teaching staff self-assessment tools/tests derived from clear definitions of digital literacy/capability/fluencyOCN accredited courses for staff (Blended Online Learning Delivery) and students (Online Skills for Learners) developed by the WORDLE project: register for free via the moodle site or request as a zip file to reuse and repurpose locallyThe Knowledge Hub at the University of Cardiff helps staff and students to identify which digital tools can support which common academic tasks ALT ocTEL (Open Course in Technology Enhanced Learning) includes input from the Developing Digital Literacies programme in the module on Understanding Learners' Needs) Notes towards an open course on Digital Literacies from the DIAL project at UAL.
Credo IL Course Module Several issues are disrupting Higher Education today, including online education, information literacy standards, student retention and assessment. The Information Literacy Course Module is Credo’s answer to the growing need for libraries to conduct formalized, standards-driven information literacy instruction both in-person and online. Since the launch of Literati Academic, Credo has partnered closely with institutions for their instruction and assessment needs related to information literacy. Increasingly, our library partners requested multimedia materials and analysis to highlight their role in leading skills development for undergraduate education. Responding to these requests for substantial information literacy instruction, Credo’s team of librarians and educators created the Information Literacy Course Module. How can the Information Literacy Course Module help you and your library? Start having more impact today using Credo’s Information Literacy Course Module.
Digital Literacy Overview Basic Curriculum The Basic curriculum features a course called A First Course Toward Digital Literacy. This course teaches the value of computers in society and introduces you to using a mouse and the keyboard. Standard Curriculum Features five courses that cover computer basics; using the internet and productivity programs; security and privacy; and digital lifestyles. 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. Advanced Curriculum The Advanced curriculum features five courses that cover building your first app, creating an e-mail account, creating a great resume, searching for content on the World Wide Web and social networking.