INTRODUCTION TO DIGITAL LITERACYDr Alison Hramiak

Sheffield Hallam University

Overview• Definitions of Digital Literacy• Language and Literacy• Digital literacy and the internet• Key aspects• The positives• References and further reading

Learning Outcomes• By the end of this session you should:• Be able to define digital literacy.• Be aware of the different definitions – broad and narrow –

that exist for it.• Be able to explain why language is important in digital

literacy• Be aware of how the internet can affect digital text and

how computers are pivotal to digital literacy• Be able to integrate aspects of digital literacy into your

own practice

So What is Digital Literacy?• Activity 1:• Write down in a list or mind map or spider diagram just

what you think digital literacy means and encompasses in your world.

According to some…• More than just technical

skills• The means by which we

achieve cultural understanding of the media tools used by young people to engage with their community

Not a Narrow Concept?• Digital literacy is thinking of of literacy in terms of ICT.• This can take many forms - with a whole range of

adjectives that can be applied, such as:ICT literacy - using or programming computersdigital literacy - using digital informationmultimedia literacy - moving between text, graphics and soundnetwork literacy - accessing and creating and interpreting web based documents.

• To name a few…are there more?• A broader conceptualisation is needed.

Some more ideas on this…• Various definitions of digital literacy exist: ‘digital literacy

defines those capabilities which fit an individual for living, learning and working in a digital society’ (Beetham, 2010).

• A shift in focus through widespread use of Web 2.0 technologies means that any current definition should now include participation in social networks as a pivotal part of knowledge acquisition and transfer.

Cont…• Eisenberg (2008, 39) defines information literacy as ‘a set

of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need’

Does this alter your view?• Activity 2:• In pairs, reflect on the definitions offered above in

conjunction with your own ideas from Activity 1.• Discuss and then note any changes (or not) you have

made and present them to the class.

But what is common to all of this?• Independent of the media you use, what is required by the

user?• Activity 3:• Take a few minutes to think about the answer to the

question above.

Language and literacy

• These are indifferent to the tools you use.• A basic level of classic literary competence is required for

all the media described. • You have to be able to read and write to use text

independent of the media in which you use it – don’t you?• This basic literacy is developed through listening and

speaking. • Are we losing the capacity to develop this?

Activity 4:• Write a list of all the reasons you can think of as to why

you need a basic level of literacy for using things such as text messaging, Facebook©, MySpace© and so on.

• Then, in your groups/pairs discuss how and why levels of literacy might be affected by the increasing use of text.

Losing Language?• If students prefer to communicate online through text, which in itself is frequently not written in a grammatically correct way, rather than through speaking and listening, then they are unlikely to further develop their literacy skills beyond that of the primary classroom…aren’t they?

Activity 5:• In terms of your own language development, what skills

do you feel you have developed most by speaking and listening? Think about how you might have picked up a foreign language while on holiday, for example?

• Construct a mind map of these skills.• Now think about the language development of your

students and, working with a partner, superimpose the skills you feel you have taught them during your time with them, in terms of their language development.

• But what did they teach you – can you think of any new skills or terms you have learnt from them?

The power of the internet

• When you create text on the internet it is accessible by millions (if not billions) with the potential to influence them all.

• Power indeed…? With a capacity to increase too.• How many ‘friends’ do we admit to on Facebook© for

example? How many tweets do we follow and follow us?• Such sharing is a crucial aspect of digital literacy and

largely dependent on your students’ ability to collaborate within virtual spaces such as those above.

Key aspects to online literacy• Computers offer learners the following advantages:• It’s very easy to create and modify text digitally.• Text is used across a wide range of media from a variety

of devices, so, communication is far easier than it used to be providing a myriad of opportunities for engaging in dialogue with others – socially or academically (for learning).

• Support for digital text is much greater than it used to be – software packages offer a high level of support for grammar, spelling and so on. You can even teach it to write while you speak!

But what of it…?• Captured text – wherever it was created, blog, wiki, forum,

and so on, is thus available for you to engage with. • You can discuss, evaluate, reflect on it, and do so

communally, collaboratively.• Such activities can lead to processes associated with

higher order thinking, such as synthesis and evaluation – something we want to encourage in our students…don’t we?

• It’s not all bad then is it?• There are positives, and if we engage with it as tutors in

teaching learning and assessment, we might actually benefit from it.

Activity 6:• In groups, discuss your own teaching practices, what you

teach and how you teach it. Then address the following questions…

• How could you integrate aspects of digital literacy into your own practice (be it through teaching, learning or assessment) to improve it? Think about how you might utilise the positive aspects of digital literacy to enhance what you do.

• Create a short presentation to illustrate your ideas and present back to group.

What we have looked at:• Definitions of Digital Literacy – various views on this

narrow and wide• Language and Literacy – what effects on language and

usage• Digital literacy and the internet – where does it lead?• Key aspects – what computers can do for us• The positives – can we use it to our advantage?• References and further reading

References and further reading• Anderson, P. (2007). What is Web 2.0? Ideas, technologies and implications for education. TechWatch Report.

Retrieved from http://www.jisc.ac.uk/publications/publications/twweb2.aspx• Beetham, H. (2010). Review and Scoping Study for a cross-JISC Learning and Digital Literacies Programme:

Sept 2010. Retrieved from http://www.jisc.ac.uk/media/documents/programmes/elearning/DigitalLiteraciesReview.pdf

• Bennett, S., Maton, K., & Kervin, L. (2008). The Digital Natives debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.

• Buckingham, D. (2007). Beyond Technology: Children's Learning in the Age of Digital Culture. London: Polity.• Buckingham, D. (2008). Defining Digital Literacy: what do young people need to know about digital media? In

C. Lankshear & M. Knobel (Eds.), Digital Literacies: Concepts, Policies and Practices. New York: Peter Lang.• Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.• Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. Journal of Library and

Information Technology, 28(2), 39-47. • Lewis, C. (2007). New Literacies. In M. Knobel & C. Lankshear (Eds.), A New Literacies Sampler (pp. 229-

237). New York: Peter Lang.• Mackey, M. (2007). Slippery Texts and Evolving Literacies. E-Learning, 4(3), 319-328. • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. • Simpson, P., & Mayr, A. (2010). Language and Power A resource book for students. Abingdon, Oxford:

Routledge.• Tapscott, D. (1998). Growing up digital: the rise of the Net generation. New York: McGraw-Hill.• Wolverhampton. (2011). Digitally Enhanced Patchwork Text Assessment (DPTA) Retrieved June 21st 2011,

from http://www.wlv.ac.uk/default.aspx?page=24876

Any questions?