researching digital literacy
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Researching digital literacy within an institutional context
Professor Rhona Sharpe Oxford Brookes University, UK
University of Brighton
February 2017 @rjsharpe elesig.net
§ Careful, empirical examination of what learners actually do is largely absent’ (Oliver, 2015, p. 367)
Researching digital literacy within an institutional context
1. Difference. Learner experiences vary considerably. How can we talk about difference in a meaningful way?
2. Design. How can we design learning experiences that develop the practices and attributes of successful learners?
3. Data. How can we keep track of how we are doing in developing digital literacy?
Understanding difference: FE Digital Student Project
Desk research
Focus groups
Consultation events
23 sector reports 8 peer reviewed articles
25 case studies 7 institutional documents
220 learners 12 focus groups
6 further education colleges
6 consultation events 300 delegates
Loads of post-its
The Learner and their Context, Becta Chris Davies and Rebecca Eynon
Unconnected vulnerable
Mainstream pragmatist
Intensive specialist enthusiast
For the unconnected
and vulnerable
Their experience is
access-led
“They’re [the Chromebooks] not that good. They’re probably good if you know how to work them properly but I know they’re not that difficult but none of us have
been told how to use it.” (Focus group 3, Level 2 learner)
For the intensive and specialist
enthusiast
Their experience is learner-led
“I think we learn more from one another than we do from the tutors.”
(Focus Group 6, Level 2)
For the mainstream pragmatists
Their experience is
tutor-led
Because basically our lessons revolve around using YouTube, just in Sociology, we do the lesson outside of school and then bring it in, so the social media actually really helps with learning.
(Focus Group 5, A Level)
unconnected vulnerable
Access-led
Assessment of skills is ongoing
mainstream pragmatists
Tutor-led Pedagogy –led Institution-led
Technology used to develop
criticality, self- management
intensive and specialist
enthusiasts
Learner-led Technology-led
Social digital literacy practices are valued and new practices
made explicit
Learners who are:
Experience the digital environment as:
Best supported where:
The ways that most learners use technology in support of their studies is … predominately influenced by the course. What do you do to develop digital literacies in your courses?
Developing the practices and attributes of successful learners for a digital age
• Are intentional, self-aware, manage boundaries and distractions and have good information literacy skills (self regulated learning)
• Personalise their learning environment to suit their needs (meta-cognition)
• Are engaged participants (social, collaborative)
• Use technology to present themselves and their work to different audiences (identity)
• Are confident and agile with their technology use (experimentation) Sharpe & Beetham (2010)
Bennett (2014)
The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use
Oxford Brookes University (2010) Strategy for Enhancing the Student Experience.
Developing digital literacies within a course
dlf.brookesblogs.net
‘Literacy’ implies socially and culturally situated prac<ces, o>en highly dependent on the context in which they are carried out.
(Beetham & Oliver, 2010)
“The use of the term literacy implies a broader form of educa<on about media that is not restricted to mechanical skills or narrow forms of func<onal competence. It suggests a more rounded, humanis<c concep<on’
(Buckingham, 2007)
Digital literacy as a graduate attribute
A digitally literate learner is flexible and reflective, confident and capable of selecting appropriate tools and software for effective scholarship and research (Liverpool)
Confident users of advanced technologies... exploiting the rich sources of connectivity digital working allows (Wolverhampton University)
To be effective global citizens and interact in a networked society (Leeds Metropolitan University)
Embedding graduate attributes into the curriculum
Academic literacy
Research literacy
Critical self-awareness and ersonal literacy
Digital and information literacy
Active citizenship
Why graduate attributes? “Every undergraduate programme will include the
development of the five graduate attributes”
• Graduate Attributes Roadshows
Awareness raising
• Graduate Attributes in Action website
• Case studies • Mapping tools • Screencasts
Programme mapping
• Programme specification
• Mapping document
• Narrative
Documentation
A. Plan for the inclusion of ICT resources within the teaching of classes of primary-aged children
B. Application of IT skills within a technical or commercial environment, particularly CAD systems and data transfer between such systems.
C. Gather, organise and deploy a variety of digital sources pertaining to the subject.
D. Present to an audience using appropriate media.
E. Evaluate the role of assistive technologies in the development of xx practice.
Evaluation Part 1 Staff Engagement How is digital literacy defined within the disciplines?
With your neighbour, can you identify the disciplines?
Quick plug for 53 book
Prioritise: activities to get started"
Participate: encourage contribution
Personalise: make learning personal"
Progress: encourage time on task"
Present: activities for lifelong learning"
Ensure new business models meet (and manage) learners’ expectations
92% satisfaction with VLE
Students value: Ability to access materials and contact tutors out of class time
Students dissatisfied: Downtime Inconsistency in use
How are we doing? Brookes Barometer
1. How much has your coursework emphasised the following mental activities?
2. How often have you done each of the following?
3. How much has your experience at this institution contributed to your knowledge, skills and personal development in these areas?
Engagement questions
How are we doing? Brookes Survey of Student Engagement
0
10
20
30
40
50
60
70
Critically evaluating digital sources of
information
Used technology to collaborate with
others or engage with online
communities
Used technology to reflect on and record your learning? ]
Using technology in innovative or creative ways
2014 2016
How often have you? - used technology to reflect on and record you learning - collaborate with others
Graduate Attributes as a measure of learning gain
Learning gain in Active Citizenship Strategic Excellence project
ABC Learning Gains project with OU and Surrey
abclearninggains.com/���
openbrookes.net/cci/
The role of learner experience research
§ Digital literacies are understood as socially and culturally situated practices, and so are not separable from subject knowledge and skills.
§ How teachers design courses and activities is the primary influence on students’ digital literacies.
§ Contextualising digital literacy within the discipline empowers teachers to take responsibility for developing digital literacies.
§ Providing local data informs decision making and can be a powerful tool for change.
References
Beetham, H. & Oliver, M. (2010) The changing practices of knowledge and learning, in R. Sharpe, H. Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge. London & New York.
Bennett, L. (2014) Learning from the early adopter: developing the digital practitioner, Research in Learning Technology, 22: 21453
Buckingham, D. (2007) Beyond Technology: Children’s learning in the age of digital media. Polity Press. Cambridge.
Gosper, M., Malfroy, J. & McKenzie, J. (2013) Students' experiences and expectations of technologies: An Australian study designed to inform planning and development decisions, Australasian Journal of Educational Technology, 29(2).
Oliver, M. (2015) From openness to permeability: reframing open education in terms of positive liberty in the enactment of academic practices. Learning, Media and Technology, 40 (3), 365-384.
Rosen, L. (2012) iDisorder: understanding our obsessions with technology and overcoming its hold on us. St. Martin’s Press,
Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation. In Rethinking Learning for a Digital Age. Chapter available to download from http://bit.ly/1RhiRNP
Willis, G. B. (2005). Cognitive interviewing: A tool for improving questionnaire design. Sage, London.
Resources
ABC Learning Gains project
https://abclearninggains.com
Jisc Digital Student (FE) project
https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/
Developing Learners for a Digital Age http://dlf.brookesblogs.net
Graduate Attributes in Action. https://wiki.brookes.ac.uk/display/GAA/Home
Brookes Teaching Practices Collectionhttp://teachingpractices.openbrookes.net/
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