Joint Information Systems Committee 29/06/09 | | Slide 1

Learning Literacies in a Digital Age (LLiDA)

Helen BeethamLou McGillAllison Littlejohn

Small-scale JISC studyFinal report May 09

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 2

Scope and definitions

By ‘digital literacies’ we mean the range of practices that underpin effective learning in a digital age

We use the term ‘effective learning’ as characteristic of ‘skilled, digitally aware learners with the capacity to participate in learning using technologies of their own choosing’.

We use the term ‘digital age’ as a shorthand for technical, social, economic, cultural and educational contexts in which digital forms of information and communication predominate

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 3

Three-pronged approach

1. Review available evidence(a)Current research into literacies

(b)Conceptual and competency frameworks relevant to UK HE and FE

(c)The changing context and requirements for learning and literacy

2. Investigate current provision in UK HE and FE institutionsa) Institutional audits

b) Best practice exemplars

3. Present conclusionsa) Expert advisory group (institutional auditors, stakeholders)

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 4

Research review

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 5

Likely futures: educating graduates for... economic uncertainty + high competition for employment in

the global knowledge economy alternative, contract-based and self-employment rise of inter-disciplinarity and multi-disciplinary work teams a networked society and communities + multi-cultural

working and living environments blurring boundaries of real and virtual, public and private,

work and leisure increasingly ubiquitous and embedded digital technologies

+ increasing ubiquity, availability and reusability of digital knowledge

distribution of cognitive work into (human + non-human) networks of expertise

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 6

'21st century graduate skills'...?■ Exercise multiple modes of meaning-making

■ Contribute to knowledge and understanding in hybrid networks

■ Exercise judgement and expertise, bring knowledge to bear

■ Social entrepreneurialism – understand, act strategically in, and innovate social systems

■ Collaborate across national & cultural boundaries, using a variety of technologies and media

■ Develop and project identities, manage reputation

■ Reflect, plan, seek support, learn from situations and from others

■ Manage career path, learning path and professional development; manage work/life balance, as technologies erode boundaries

■ Act safely, ethically and responsibly in environments where public and private are being redefined

■ Assess and address threats to health and to the environment

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 7

Challenges facing learners Learners consistently over-estimate their own information skills Many also lack general academic critical and inquiry skills Most learners are still strongly led by tutors and course

practices: tutor skills and confidence with ICT are critical Most learners use only basic functionality, unwilling to explore

or creatively appropriate technologies to suit their own needs Separate 'skills' provision can be demotivating: support needs

to be situated, integrated, relevant Learners do not readily transfer ICT practices from personal or

social contexts to study or work Potential clash of academic/internet knowledge cultures, e.g.

around plagiarism, criticality, and originality

Joint Information Systems Committee 29/06/09 | | Slide 8

Competence frameworks

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 9

academic literacies

Competence frameworksinformation and media literacies

ICT literacies

slow change, cultural and institutional inhibitors

rapid change, economic and techno-social

drivers

critical thinkingproblem solvingreflectionacademic writingnote-takingconcept mappingtime managementanalysis, synthesisevaluationcreativity, innovationself-directed learningcollaborative learning

searching and retrievinganalysing, interpreting critiquingevaluatingmanaging resourcesnavigating info spacescontent creationediting, repurposingenriching resourcesreferencingsharing content

ICT skillsweb skillssocial networkingusing CMCusing TELEusing digital devicesword processingusing databasesanalysis toolsassistive techpersonalisation…

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 10

academic literacies

Competence frameworksinformation and media literacies

ICT literacies

engaging with academic

tasks

engaging with digital tools

engaging with academic

knowledge/ content

Joint Information Systems Committee 29/06/09 | | Slide 11

Findings about current provision

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 12

Current provision: services Support in silos: library, learning development, ICT, WP... Information literacy well supported but:

media literacy, e.g. critical reading, creative production

communicating and sharing ideas use of innovative environments to explore ideas

Central service provision personal and developmental but rarely reaches learners engaged in authentic tasks

Little acknowledgment or support for use of ICT for study 'Employability' poorly articulated: careers staff hard to reach

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 13

Current provision: curriculum Curriculum provision tends to be one-off and cohort-based Academic staff perceive students as more digitally capable than is the

case: tutor skills are critical to learners' development Students often dissatisfied with feedback and assessment: rarely used

as opportunities to further reflection and learning literacy Great diversity in literacies considered during design and validation Three modes of integrating literacies:

– Institution-wide programme, usually portfolio-based

– Skills modules or sessions alongside 'subject' teaching

– Fully integrated into modules and/or programmes of study Most examples from vocational and professional courses... (but) … deeply embedded examples perhaps not visible to our study

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 14

Current provision: peer support

Social software widely used for informal sharing and more formal peer support

Study buddy and student mentor initiatives rarely address digital literacies directly, but have scope to do so

Student help-desks commonly support learners' use of digital devices and networks

Much peer support takes place under the academic radar (but) Academic staff can help by:

being explicit about what kinds of collaboration are appropriate establishing peer review processes setting group assignments arguing for access to social media in college

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 15

Recommendations

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A wishful future... Learning, living and working are understood to take place in a digital

society: there is no separate space of learning which is 'digital'

Learners are blending their own personal and shared learning environments

There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse needs and preferences for study

Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners

The focus is on what formal post-compulsory education can uniquely provide:

– e.g. self-direction, self-awareness, depth of attention, a critical stance, apprenticeship in particular practices including knowledge practices, creativity and innovation, social entrepreneurialism...

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 17

Current provision: challenges for institutions Work across curriculum / services boundaries to integrate

provision Respond to the need for new kinds of capability: recognise

and represent graduate capabilities in new ways Articulate vision for '21st century graduate skills' and embed

ambition for students to thrive in C21st across the curriculum

Prepare themselves and their students for an uncertain future

Develop institution-wide approach to assessing and progressing learners' capabilities

Foster digital talent and innovation, wherever found (staff/students)

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 18

Institutions will need to: Reassess the capacities that are taught for, supported and assessed: Reassess how these capacities are supported

– Peer learning, informal learning, 360 degree support and review– Authentic contexts for practice, including digitally-mediated contexts– Individual scaffolding and support – Making explicit community practices of knowledge and meaning-making– Anticipating and helping learners manage conflict between practice contexts– Recognising and helping learners integrate practices– Interdisciplinarity? Cross-contextual learning? Learner-generated contexts?

Reassess and reassert how these capacities are valued_ Transparency over processes and values

_ Recognition and reward (staff and student, cultural and financial)

_ Digital scholarship needs to saturate learning and teaching practice

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 19

http://www.academy.gcal.ac.uk/llida/

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 20

literacies

access

skills

strategies

attributes

relatively stable aspects of the person

changeable and context-related aspects of the person

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 21

literacy as common entitlement

a foundational knowledge or capability, such as reading, writing or numeracy, on which more specific skills depend

a cultural entitlement – a practice without which a learner is impoverished in relation to culturally valued knowledge

access

skills

strategies

attributes

entitlementequality of

access

Ensuring all learners have functional access to core technologies, services and devices; developing core literacies; building capacity to learn across the lifecourse.

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 22

literacies as difference

communication – expressing how an individual relates to culturally significant communications in a variety of media

the need for practice – acquired through continued development and refinement in different contexts, rather than once-and-for-all mastery

a socially and culturally situated practice – often highly dependent on the context in which it is carried out

self-transformation - literacies (and their lack) have a lifelong, lifewide impact

an ongoing process which is never completedaccess

skills

strategies

attributesenhancementexpression of

difference

Enabling learners to access and integrate own technologies, services, and learning communities; supporting the development of socio-technical practices; supporting achievement of personal goals and learning journeys.