...For some, it does. It’s become commonplace to argue that everyone is better off learning at least basic programming skills—that coding itself is the new, necessary literacy. We’ve seen online courses, games, new programming languages, and even children’s books pushing kids and their parents in this direction.
But “learning to code” is an exceedingly broad concept, and one which without more specifics risks oversimplifying conversations about what digital literacy really means. And how digital literacy is defined is important. This isn’t just about filling Silicon Valley jobs. It’s about educators, policy makers, and parents understanding how to give the rising generations of digital natives the tools they need to define the future of technology for themselves...
Anthony Beal's insight:
"Are you an iPad or are you a laptop?" Do you only consume or are you creative?
...This course introduces students to both the literature about and direct experience of these new literacies: research foundations and practical methods to control attention, attitudes and tools necessary for critical consumption of information, best practices of individual digital participation and collective participatory culture, the use of collaborative media and methodologies, and the application of network know-how to life online...
Anthony Beal's insight:
Although Howard Rheingold says he may not run this course again, the schedule for ten sessions and links to many supporting texts are available on this site. lots of good stuff...
The UCISA User Skills Group are pleased to launch the first of what we plan to be a biennial survey of the UK HE sector, focusing on what have variously been called digital capabilities, digital literacies or digital competencies.
This survey, and those to come, will start to describe how institutions are developing people to perform efficiently and effectively in a digital environment. It will complement the technology enhanced learning (TEL) survey that the UCISA Academic Skills Group runs, but will look at broader digital capabilities instead of TEL software and approaches.
This page collates resources on the use of social media in academic contexts. Some have been developed by Jisc projects, especially from the Developing Digital Literacies programme, while others are external links.
Anthony Beal's insight:
Looks HE heavey in the content but lots that can be adapted for FE and Skills
My recent investigations into tablet and laptop ownership amongst our students have suggested that we might be able to take advantage of these devices in-class. Dr Antonios Roumpakis, one of our lecturers in Social Policy, proposed where this might be useful.
Digital Literacy Forum: RSC's Northwest and Yorkshire & Humber joint event
Thursday, 19 June 10:00 - 13:30
Location: Greenhead College, Huddersfield
The focus of this forum is to create a range of activities to support and assess learners towards digitally fluency.
You will work with colleagues to:-
Investigate what makes a digitally fluent learner Identify appropriate activities to share with your own learners (examples will be provided) Formulate a session plan with key aims and objectives Create an activity that is mapped to a key aspect of digital literacy Share outcomes developed on the day with peers
This week the Managing Your Digital Footprint project, in which EDINA is a partner, launched across the University of Edinburgh.
The project brings together an awareness-raising campaign and associated research project examining the digital footprints and social media habits and experiences of students. EDINA is involved in both aspects of the project, as it is hoped that this Edinburgh-based project will have research and best practice outcomes of substantial use to the wider HE sector.
The FE and Skills Study will conduct desk research and consultation with students and other stakeholders, in order to extend the previous HE investigations to further education. The project will build on the findings and methods of the HE study in order to assess the extent to which those findings are relevant and applicable to the FE and skills sector.
The two main investigation questions are:
What do learners WANT (expectations)? What do learners NEED to succeed (experiences)?
Moving beyond improving career prospects, the conversation then turned repeatedly to the idea that literacy means more than using digital technology as a means of consuming things other people make. Digital literacy, Smith said, also is about “how to make it do what you want.” Or as Geshner put it: “Are you an iPad or are you a laptop? An iPad is designed for consumption.” Literacy, as he described it, means moving beyond a passive relationship with technology. “When you get down to coding, you’re creating your own tools.”
The potential of social networking sites in education is huge and we need to capitalize on it to enhance our professional development and consequently improve the quality of our instruction. Searching for articles on this topic , I came across Doug Johnson's post on the 10 social media competencies for teachers. I like the competencies Doug included and decided to make an infographic featuring all of these skills. Have a look and share with your colleagues.
As primary and secondary schools across the country begin teaching the ambitious new computing curriculum this week, new research from O2 reveals that many parents aren’t aware of or prepared for the changes ahead.
Anthony Beal's insight:
I took on the new computing curriculum - my digital know-how is up there with GCSE pupils! Can you do better?
The course is a practical overview and introduction to digital literacy. A "how to" approach for learning, teaching and support staff to innovate new models of curriculum delivery and stay on par with the digital curve. A starting point to begin developing and adapting current work practices for an online environment.
Sarah Davies, head of change – student experience, Jisc
There’s been a marked increase over the last two or three years in the level of interest in digital literacies among professional services staff and institutional managers. While ALT members have been stressing the importance of digital issues in teaching and learning for a long time, there seems to be a more general understanding now that digital literacies can transform academic and institutional life...
Nicola Osborne, EDINA's Social Media officer, was a member of the Inquiry Committee. She writes:
"This report highlights the importance of digital literacy and equality of access to enable meaningful access to, and the greatest benefits from, the internet. Those priorities are also crucial for ensuring equality of access and benefit from education, and to ensuring students have the skills and confidence to thrive in digital environments, aspects which have real importance for the work EDINA does and the communities our services serve."
This blog post provides background information on digital literacy and argues that digital literacy needs to go beyond student teaching and ensure that staff and researchers, who may wish to continue their professional activities when they leave their current institution, are able to migrate content and services to the Cloud, so that content and tools can be reused once access to institutional services is no longer available.