Sarah Payton & Tabetha Newman
- Jones, R. & Hafner, C. Understanding Digital Literacies: A Practical Introduction. 2012
- Carrington, V.A. & Robinson, M. Digital Literacies: Social Learning and Classroom Practices 2009
- Lankshear, C. & Knobel, M. Digital Literacies: Concepts, Policies and Practices 2008
Great (simple) definition of digital literacies:
Arguments against “digital natives”:
Students often get disheartened when they search the web. They have NO idea what kind of material they should be looking for – which should be embedded into their work.
Students need to move beyond practitioner training, and into being strong independent learners, who are confident to go off and try for themselves. May increase employability, but not necessarily attainment as it’s currently identified.
We have to accept that ‘new’ is here to stay, and that we will no longer be ‘masters’. We are encouraging students more to deal with “the gray”, rather than seeing things in black & white [the project research focused on primary & secondary, but was seen to be applicable to HE in most respects].
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: http://www.brookes.ac.uk/services/ocsld/sese/index.html#
Majority of support available is processes. We need more developmental models to incorporate into teaching practice, e.g.
European Union – recognized the need for more training for a knowledge economy (rather than a production economy), see
The EU 14 areas of digital competence:
Really needs to be a communication tool, but this overcomplicates things, so return back to the 3 simpler things mentioned above.
Confidence vs competence with digital tools, see also http://dera.ioe.ac.uk/1480/1/becta_2008_web2_summary.pdf.
A components model:
Friday 4th May 2012, 13:00-14:00 (BST); Online via Blackboard Collaborate
Facilitators: Tabetha Newman & Sarah Payton
Over the past five years the concept of digital literacy has been of increasing interest and importance in UK education research, across all sectors. At around the same time that JISC started the Learning Literacies in a Digital Age project (2008), two other notable projects began:
- A review of definitions and models of digital literacy, covering all sectors and ages, which then led to various conference talks and the creation of resources for use in primary schools (carried out by Tabetha Newman on behalf of Becta), and
- The Digital Participation research project, run by the independent research organisation ‘Futurelab’, who worked with practising educators, experts and children in primary and secondary schools to explore how digital literacy could be developed within a range of school subjects (on which Sarah Payton was a lead researcher).
Since then, the outputs of these projects have come to the attention of European Union education policy makers – who are currently incorporating the work into EU policy research on ‘Digital Competence’ (one of the eight EU Key Competences for Lifelong Learning).
This webinar will provide an overview of these wider UK and European Digital Literacy contexts. We will:
- Summarise some of the leading definitions and models of digital literacy (Tabetha)
- Offer examples of digital literacy in practice in the UK schools sector (Sarah)
- Provide an overview of current EU policy relating to digital literacy in all sectors and contexts, both within and outside formal educational settings (Tabetha)
- Signpost relevant resources that have emerged from the Becta and Futurelab projects (Sarah)
We aim to present this information before initiating discussion about, amongst other things:
- How do these definitions, models and case studies differ from those in use within the JISC projects? What are the similarities?
- How relevant does the proposed EU digital literacy policy feel within the UK HE context?