DigiLit LeicesterLucy AtkinsDigital Literacy Research Associate

A bit of context…2 year Knowledge Exchange Project:• Richard Hall – De Montfort University• Josie Fraser – Leicester City Council• 23 Leicester City BSF schools

• Developing secondary school staff digital literacy, through the implementation of a self-evaluation framework.

A bit of context…The project has three key objectives:• To investigate and define digital literacy, in the

context of secondary school based practice;• To identify current school staff confidence

levels, and what the strengths and gaps across city schools are, in relation to this definition;

• To support staff in developing their digital literacy skills and knowledge - raising baseline skills and confidence levels across the city, and promoting existing effective and innovative practice.

Defining Digital Literacy

‘the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers’

Paul Gilster 1997, p.1

Defining Digital Literacy‘Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.’

Martin 2008, pp.166-167

Defining Digital Literacy‘To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.’

Hague and Payton 2010, p.2

What might Digital Literacy look like for educators?

DigiLit Definition‘To be digitally literate, educators must be able to utilise technology to enhance and transform classroom practices, and to enrich their own professional development and identity. The digitally literate educator will be able to think critically about why, how and when technology supplements learning and teaching.’

DigiLit Leicester

Finding, Evaluating and Organising

Creating and Sharing

DigiLit Leicester

Assessment and Feedback

Communication, Collaboration and Participation

DigiLit Leicester

E-Safety and Online Identity

Technology supported Professional Development

2013 Headline Findings• High overall confidence

• 52% Pioneer

• 26% Entry

• Highest confidence: E-Safety and Online Identity

• Lowest confidence: Communication, Collaboration and Participation

How might we introduce teachers to the benefits of social media use within education?

ReferencesFraser, J., Atkins, L. and Hall, R. (2013) DigiLit Leicester: Initial Project Report, Leicester: Leicester City Council (CC BY-NC 3.0)

Gilster, P. (1997) Digital Literacy. New York: John Wiley & Sons, inc.

Hague, C. and Payton, S. (2010) Digital Literacy across the curriculum: a Futurelab handbook. Futurelab.

Martin, A. (2008) Digital Literacy and the ‘Digital Society’. In: Lankshear, C. and Knobel, M. (eds.) Digital Literacies: concepts, policies and practices. New York: Peter Lang, pp. 151-176.