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Digital literacy – what, why, how?
Jens Jørgen Hansen, Ph.D. Associate Professor jjh@sdu.dk
Institute of Design and Communication
University of Southern Denmark
Open University, CARLG Seminar, march 5. 2015
Agenda
History of Literacy Analysing frameworks of Literacy Case: Literacy at OU Discussions--------------------Project: Developing digital literacy in schoolsLiteracy as learning methods and participation in educational
practice(Design Based Research)
Literacy – a brief history
TraditionalThe ability to read and write and participate in society
Both cognitive and cultural development
Media literacy
Teaching mass media communication
Interpretation of media product
Critical approach
Productive use of media
Concepts of digital literacy- Set of skills, tool, technique – to be certified –
literacy as an “it” – functional literacy- Set of competences that can be applied in
divers context and put of a range of uses and applications – task based literacy
- Social practice – ways of making meaning: meaning is not a function of some skill – but a function of social practice, social context ”myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc. via digital codification” Knobel & Lankshear, 2006, 17) – Literacy as social practice
Strategic thinking and leadership around digital literacy (JISC)
Developing a strategic vision underpinned by institutional values and effective leadership
Translating the vision into different strategies, policies and processes and taking a joined up approach
Providing support services and opportunities which enable students and staff to develop their digital capabilities
Enabling a supportive IT infrastructure which supports diverse digital practices and flexibility
Promoting a culture of innovation and change where staff and students at all levels are involved in strategic conversations around digital literacies and a range of engagement models are supported
Reviewing current policies, processes and practices to better understand existing support for digital literacy and help prioritise areas for development
http://www.jiscinfonet.ac.uk/infokits/digital-literacies/
Analytical framework
Vision - ideological position in the discourse of technology Epistemology - semantic reach Taxonomy - operational framework Strategy - organizational setting
Case: Digital and information literacy framework at OU
Digital and information literacy framework at OU
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.
Ideological position:
Front stage: information literacy, media literacy, communication & collaboration, ICT literacyBackstage: Digital scholarship, Career & Identity Management, Learning Skills
Competences in Digital and information literacy framework (OU)1. Understand and engage in digital practices2. Find information3. Critically evaluate information, online interactions and online tools4. Manage and communicate information5. Collaborate and share digital content
Competence approachSocial practice approach? Study as social practice
Learning activity taxonomy Activity planner
Assimilative (attending to and understanding content), Information handling (e.g. gathering and classifying
resources or manipulating data), Adaptive (use of modelling or simulation software), Communicative (dialogic activities, e.g. pair dialogues or
group-based discussions), Productive (construction of an artefact such as a written
essay, new chemical compound or a sculpture) and Experiential (practising skills in a particular context or
undertaking an investigation). In addition the tool looks at the spread of assessment
across the course or sequence of learning activities.
Operational framework – taxonomy – levels and stages
Stages LevelAccess Level 0
Foundation digital practice stage Level 1
Interactive and co-operative digital practical stage Level 2
Personalised and collaborative digital practice stage Level 3
Professional and digital stage Masters
OU: Digital and information literacy framework
Organizational setting - strategy
The purpose is to provide a common reference point for module, programme, and qualification teams to use in determining markers of progression in digital literacy that can be integrated with other learning outcomes and student attributes.
Communication tool (module, programme, qualification teams)Planning toolEvaluation tool-----------------------Learning tool?Tool for developing students empowerment?
Discussions Digital literacy in policy, research, curriculum, university, social
practice - in formal learning - every day live
1. Is digital literacy an “it” – or larger frame that resist operational techniques?
2. Shall we focuses on mobilising and building on what learners acquire and know from their wider cultural participation and affinities (Lankshear & Knobel)?
3. How are learners involved in decisions about ICT?4. What does the concept of digital literacy “add to our
understanding of teaching and learning?” (Goodfellow 2011)5. Are digital literacy transforming university? – moving
pedagogy away from a focus on disciplinary knowledge to a more “contingent culture of participation in digital-mediated professional lifelong learning communities” (Goodfellow 2011)
What are learning activities in pedagogical institutions about?
Reading texts and handling information? Doing tasks and making assignments Participate in learning situations?
Yes – all 3!
Digital literacy
Learner identity
Practice
Skills
Knowledge
Reading Strategies Genre repertoires Learning methods
Confidence in own worth - empowermentEngaged in learning situations and included in the school's learning communityIndependent, creative, critical and controlled management of learning challenges
Reading strategies as integrated in reading and using text
Genre repertoires is integrated in doing task and making assignments
Learning methods is integrated in learning situations
Using reading strategies
Using genre in learning and writing
Using learning methods
Strategies of reading and texts
Different school genre
Learning methods
ClassroomsNegotiate opinion, present and participate in debates
Listener Presenter Commentator
debatelistenarguetellpresentevaluate
Study roomSystematic build academic knowledge and skills
Academic readerNote taker, Assignment solver
readingrememberunderstandapplyanalyseassesscreate
Exercise roomAcquire basic knowledge and skills
Trainer
practice testsimulatevisualizing
Project roomFormulate hypothesis and examining issues
Project makerResearcher Commentator
problematizeformulate hypothesiscollectcategorizeconcludediscussevaluate
WorkshopDevelop ideas, design and create products
Creator Designer Innovator
develop ideasdesign collectproducerevise present evaluate
Design Based Research
Addressing complex problems in real contexts in collaboration with practitioners,
Integrating known and hypothetical design-principles with technological affordances to render plausible solutions to these complex problems
Conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new design-principles.
Method where teachers, teacher educators and researchers collaborate to develop and test new teaching methods
Inquiry of intervention: when it works, how it works and for who it works.
Design experiment
Part of case study: see the design experiment in an learning ecology - understand the complex interactions between actors, actions and activities.
Intervention in real world. It aims to develop new knowledge and new methods and not only understand how teaching takes place.
Utility oriented: develop new theory, methods and guide a practice: The theory must do real work (Cobb 2003, 10).
Iterative: commute between study, workshop, experiment, conceptualization to constantly improve and develop the didactic concept.
Thank you!
Litterature:Buckingham, D. (2006). Defining digital literacy – What do young people need to know about digital media? Nordic Journal of Digital Literacy, no.. 4.Bråten, I. (red.) (2007): Leseforståelse. Lesing i kunnskabssamfunnet – teori og praksis. Cappelem, OsloCobb, P., Confrey, J. diSessa, A., Lehrer, R. and Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher. 32(1) 9-13.Goodfellow, R. (2011). Literacy, literacies and the digital in higher education. Teaching in Higher Education, vol 16.Hinrichsen, J. & Coombs, A. (2013). The five ressources of critical digital literacy: a framework for curriculum integration, Research in Learning Technology, Vol 21.Lankshear, Colin, and Knobel, Michele (2006). Digital literacy and digital literacies: policy, pedagogy and research considerations for education. Nordic Journal of Digital Literacy, 1.Rose, David & J. R. Martin (2012). Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. EquinoxSharpe, R. & Beetham, H. (2010). Understanding students’ use of technology for learning: towards creative appropriation, I: Sharpe, R., Beetham H. & Freitas (eds): Rethinking Learning for a Digital Age, Routledge Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
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