Transliteracy Research Group
At 3Ts 2013: Transliteracy from Cradle to Career in Saratoga Springs this week I learned some new things about transliteracy. 1. In What I Want, When I Want to Watch It: Brief Thoughts on Television Literacy in the Streaming World with Hollie Miller & Michele Forte, Hollie aka @theotherinside showed us a feature on Hulu Plus which allows you to choose between adverts. 2. many people, I'm sure, would find the image more memorable than the number. 3. So, three new personal takeways for me from this one day conference - very valuable and energising.
Universities must rethink their approach to student digital literacy | Higher Education Network | Guardian Professional
The digital domain is a space for conversations based on shared values Within any university, faculties and departments tend to operate as silos. While students pursuing various degrees will develop specialist skills, they may also know how to apply them only in a certain way. So engineering students will expect to become engineers; music graduates will become musicians and so on. This is where the internet and social media can be beneficial as a space for students to gain an alternative perspective on their skills outside traditional academic boundaries. To understand how this is possible, first disregard the individual features of social media websites – tweets, likes, shares, pokes, posts, nudges and so on. Every time we publish information on the internet, we are effectively starting a conversation, because people can respond or react to it. There are two ways to get noticed. Digital literacy training should focus on communication skills A recent example
Developing digital literacies
Overview Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We’re working with colleges and universities to embed core digital skills into the curriculum. By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements. Developing Digital Literacies programme
What is digital? - Definition from WhatIs.com
Digital describes electronic technology that generates, stores, and processes data in terms of two states: positive and non-positive. Positive is expressed or represented by the number 1 and non-positive by the number 0. Thus, data transmitted or stored with digital technology is expressed as a string of 0's and 1's. Prior to digital technology, electronic transmission was limited to analog technology, which conveys data as electronic signals of varying frequency or amplitude that are added to carrier waves of a given frequency. Digital technology is primarily used with new physical communications media, such as satellite and fiber optic transmission.
Developing digital literacy in higher education: live chat | Higher Education Network | Guardian Professional
The popularity of the Guardian's digital literacy campaign shows not only how much interest there is in this topic but also how much misunderstanding there is about what digital literacy is, or what purpose it serves. So what is digital literacy? In a blog for the us, JISC InfoNet researcher Doug Belshaw, describes the digitally literate as knowing how the web works, understanding how ideas spread through networks and able to use digital tools to work purposefully towards a pre-specified goal. But he then laments that digital literacy goes beyond mere computing skills such as using a word-processor or a database: "The digital world is not a single, homogeneous space and, as a result, the literacies we require to traverse and interact in this space vary enormously. The professionals who work in the digital space in HE are as diverse as the skills themselves, and everyone understands the values of digital literacy differently. Panel to follow David White, researcher, University of Oxford
Digital literacy
It's all about the conversation: Mark Zuckerberg speaks at the Facebook f8 Developer Conference at the San Francisco Design Center. Photograph: Kimihiro Hoshino/AFP/Getty Images The digital domain is a space for conversations based on shared values Within any university, faculties and departments tend to operate as silos. To understand how this is possible, first disregard the individual features of social media websites – tweets, likes, shares, pokes, posts, nudges and so on. Every time we publish information on the internet, we are effectively starting a conversation, because people can respond or react to it. There are two ways to get noticed. Digital literacy training should focus on communication skills Digital literacy training should enable students to use social media as a platform for critical reflection so that they can share their values. A recent example For the past two years I have delivered enterprise development workshops using social media at various universities.
Digital Visitors and Residents [OCLC - Activities]
The University of Oxford and OCLC Research, in partnership with the University of North Carolina, Charlotte, are collaborating on a JISC-funded study to investigate the theory of digital residents and visitors with learners in the educational stages: Emerging (Late stage secondary school-first year undergraduate); Establishing (Second/third year undergraduate); Embedding (Postgraduates, PhD students); and Experienced (Scholars). This work will increase understanding of how learners engage with the Web and how educational services and systems can attract and sustain a possible new group of lifelong learners. The trans-Atlantic partnership will support comparison of students' digital learning strategies in different cultural contexts. Further details... Outputs currently available Interim Reports to JISC June 2012 Progress Report 22 July 2011 (.pdf: 560K/13 pp.) Jisc infoKit White, David, Lynn Silipigni Connaway, Donna Lanclos, Erin M. Presentations Recent Publications Bartlett, Sarah. 2012. Mr.
Libraries and Transliteracy
Using social media for training by Joe Nicholls on Prezi
InformAll | Research Information Network
Introduction to InformAll (formerly RIDLs) Information is a fundamental building block for democratic and inclusive societies. It is therefore important for people to be equipped with the knowledge, understanding, skills and confidence needed to search for, discover, access, retrieve, sift, interpret, analyse, manage, create, communicate and preserve ever-increasing volumes of information, whether digital, printed or oral. These capabilities, sometimes known as information literacy (IL), are critical for individuals to function as learners, employees, employers, and also as citizens – but enabling this requires a training and education effort at different life stages and in different contexts. On that basis, InformAll’s aim is to provide a collaborative, multi-agency focus for promoting the relevance, importance and benefits of IL in the lives of individuals as they progress through education and beyond. InformAll is a membership organisation. Background and programme of activities
