The document discusses developing digital literacy skills in higher education to boost student employment. It defines digital literacy as the capabilities needed to live, learn and work in a digital society, such as using digital tools for research, personal development and showcasing achievements. Universities are working to embed digital skills in curricula to make graduates employable as 90% of jobs require high digital skills. The document promotes JISC's Developing Digital Literacies program which aims to create coherent digital literacy strategies across UK universities and colleges.
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Jisc towards-a-digital-future-14 june2012-i1
1. #jiscdiglit
Developing Digital Skills and
Training to Boost Employment
Paul Bailey, Learning and Teaching Programme,
Joint Information Systems Committee (JISC)
2. What does the term
“Digital Literacy” mean to you?
Student
Academic Staff
From Mark Kerrigan, University of Greenwich, Baseline Survey 2012
3. A definition of digital literacy?
We’re working with colleges
and universities to embed core
digital skills into the curriculum.
By digital literacy we mean
those capabilities which fit an
individual for living, learning
and working in a digital
society: for example, the skills
to use digital tools to undertake
academic research, writing and
critical thinking; as part of
personal development planning;
and as a way of showcasing
achievements.
4. Employable Graduates are Digitally Literate
Around 90% of all new graduate jobs require a high level of digital skills
Race Online 2012: www.raceonline2012.org/stories/jobcentre-plus
“…unless people are digitally literate... they are going to struggle to
function in a modern society and a modern workplace”.
Dr Andrew Eynon, PADDLE Project, Coleg Llandrillo
“So we want to be able to say
University of Greenwich will support
you in reaching whatever you wish to
be, and one way of doing this is making
sure you are equipped to function
digitally in the outside world.”
Mark Kerrigan, University of Greenwich,
speaking in the JISC on Air Radio
podcast
From Hague, C. & Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab
http://futurelab.org.uk/resources/digital-literacy-across-curriculum-handbook
5. Developing skills for employment
The main driver for developing digital
literacy for arts graduates is
employability. Arts and design
students are going into an industry in
which they need to build themselves
as a brand so they need the digital
capabilities that go along with that
such as creating websites, using
social media for professional gain and
networking, developing an online
portfolio and managing an identity in
the digital age
Lindsay Jordan, DIAL project,
University of the Arts.
6. Digital Literacies in the Subject Discipline
“A digitally literate person in the Faculty of
Humanities and Social Science is critically
and ethically aware, confident in engaging in
a wide array of digital practices,
resources/tools and academic and
professional environments, and establishing
coherent identities”
PRiDE project, University of Bath “The use of digital technologies and
media by researchers potentially is
changing what it means to be an
effective researcher or skilled
academic/professional in higher
education”
John Igoe, Developing Digital Literacies
Baseline Report, Vitae.
7. Digital Literacies of Staff
“The Digital Department focus is on teaching assistants and recognises
their importance as a staff group to supporting the development of the
digital environment in departments but also contributing to the digital
literacies of other academic and support staff and students”
Alison Gilry, The Digital Department project, University College London
8. Developing Digital Literacies Programme
A programme across UK
Universities and Colleges
promoting the development
of coherent, inclusive and
holistic institutional
strategies and
organisational approaches
for developing digital
literacies for staff and
students in UK further and
higher education.
9. Working with Professional Associations
The sector bodies and professional Organisational Development
associations JISC is working with in Higher Education Group
initially include: (ODHE)
Standing Conference on
Association for Learning Academic Practice (SCAP)
Development in Higher Staff Development Forum
Education (ALDinHE) (SDF)
Association for Learning Staff and Educational
Technology (ALT) Development Association
Association of University (SEDA)
Administrators (AUA) Society of College, National
Heads of Educational and University Libraries
Development Group (HEDG) (SCONUL)
Vitae
11. Developing Digital Literacies
Developing Employability
students’ and
digital graduate
capabilities attributes
Developing Digital literacy
digital in subject
professional disciplines
expertise of
all staff
13. Developing Digital Literacies - http://bit.ly/ddl-prog
JISC on Air online radio programmes
– Part 1 - Digital Literacy – delivering the agenda within colleges and
universities
– Part 2 - Developing digital literacies for working in a digital world
– Available from: www.jisc.ac.uk/jisconair
Developing Digital Literacies webinar series 2012-13
Summary of the projects baseline reports. Available online:
http://bit.ly/JiUV0m
Summary of the professional association baseline reports.
Available online: http://bit.ly/KWFJUo
Institutional videos from the Developing Digital Literacies projects
visit http://bit.ly/jiscdlprogvideos to hear about how they are
implementing digital literacies at a strategic level
14. Developing Digital Literacies
briefing paper
Developing Digital Literacies Briefing
paper available in June 2012, from
http://bit.ly/ddl-prog and available to
order from publications@jisc.ac.uk
Provides a summary of the context and
.
emerging outcomes of the programme
together with links to relevant
resources.
Author Sarah Payton, Freelance
Education Researcher and Facilitator
“Digital literacy is the intersection between
digital knowhow and academic practice. Or, if
you want to frame it differently, the ability to
learn, the ability to learn well.”
Helen Beetham, Synthesis consultant 12/06/2012 | Slide 14
15. Further information and resources
Programme blog - http://elearningprogs.jiscinvolve.org
Digital Literacies Webinars - http://bit.ly/HKbYoy
Join JISC-DIGLIT-PUBLIC@jiscmail.ac.uk
Follow #jiscdiglit
Come and speak to us – the programme will be represented at the
Blended Learning Conference, HE Academy
Conference, Greenwich e-Learning Conference, ALT-C with
proposals submitted to SEDA Annual conference ( to add)
16. Innovating e-Learning 2012
The 7th JISC international online
conference takes place on 13th – 23rd
November 2012
Registration details announced shortly!
#jiscel12
www.jisc.ac.uk/elpconference12
Digital literacies will be a key theme of the
conference and opportunities to share your
work in the conference activity week
'I just want to say #jiscel11 was awesome...'
Notas do Editor
Mark Kerrigan, University if Greenwich from responses from 79 staff and 223 students, “These graphical representations of both staff and students indicate an interesting perception of whatdigital literacies are. There was a strong indicator of ‘ability’ and ‘understanding’ with commentsaround ‘learning’ and ‘knowledge’ A lot of the responses refer to being able to use a technology, i.e.buttons to press and thus combined indicate areas of work for the project i.e. to develop and culture abetter intuitional understanding of DL.”
“So we want to be able to say University of Greenwich will support you in reaching whatever you wish to be, and one way of doing this is making sure you are equipped to function digitally in the outside world.” Mark Kerrigan, University of Greenwich, JISC on AirMany learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates.Universities and Colleges recognise that Digital literacies are required for graduates to be employable. At Greenwich, digital literacies are being incorporated into the curriculum, they are involving students and employers to help them achieve this across all course. The University of Reading are also using work placements, skills assessment tools to ensure graduates develop the necessary employability skills.
The University of Bath recognizes that digitally literacies can be specific to the subject discipline and are looking at faculty specific digital literacy frameworks to define the DL attributes of learners/graduates in a subject context. Digital literacies are also changing what it means to be a researcher, it is becoming increasingly difficult to learn or research effectively without digital skills in a modern university or college The implications and challenges for Universities and Colleges are two fold, 1. They need to ensure their students/graduates develop digital literacies to be employable2. That their own staff academic, research, library, administration are also developing digital literacy skills to be able to function within the digital university, and to support the development of digital literacies of their own students.
The University of Bath recognizes that digitally literacies can be specific to the subject discipline and are looking at faculty specific digital literacy frameworks to define the DL attributes of learners/graduates in a subject context. Digital literacies are also changing what it means to be a researcher, it is becoming increasingly difficult to learn or research effectively without digital skills in a modern university or college The Digital Department focus is on teaching assistants and recognises theirimportance as a staff group to supporting the development of the digital environment in departments but also contributing to the digital literacies of other academic and support staff and studentsAlison Gilry, The Digital Department project, University College LondonThe implications and challenges for Universities and Colleges are two fold, 1. They need to ensure their students/graduates develop digital literacies to be employable2. That their own staff academic, research, library, administration are also developing digital literacy skills to be able to function within the digital university, and to support the development of digital literacies of their own students.
The University of Bath recognizes that digitally literacies can be specific to the subject discipline and are looking at faculty specific digital literacy frameworks to define the DL attributes of learners/graduates in a subject context. Digital literacies are also changing what it means to be a researcher, it is becoming increasingly difficult to learn or research effectively without digital skills in a modern university or college The implications and challenges for Universities and Colleges are two fold, 1. They need to ensure their students/graduates develop digital literacies to be employable2. That their own staff academic, research, library, administration are also developing digital literacy skills to be able to function within the digital university, and to support the development of digital literacies of their own students.
The JISC are working with 12 institutions covering a wide spectrum of staff roles (academic, library, admin, researcher, etc.) and students from college students through to post graduates, to promote the development of strategic organisation approaches to developing digital literacies. The institutions are looking at several aspects ranging from employability and graduate attributes to learning and information skills. They are also looking at the technical and infrastructure issues such as use of personal devices, implications for wireless networks, a the BYO culture.
To support embedding of digital literacies we are also working with sector bodies and professional associations, through their member networks to promote and facilitate change. Informing the development of recognition frameworks for staff in higher and further education, through the associations own professional frameworks such as the AUA CPD Framework , SCONUL 7 pillars model which now has a DL lens, also producing guidelines on the UK Professional Standards Framework. A national qualification is also been developed for FE through OCN.
Although students are coming with increasing digital skills and competencies, they still require guidance in developing learning related and academic digital practices. Some students may be arriving with good social digital skills (facebook, twitter, smart phone, etc) but they may not be familiar with the tools and digital practices required for academic learning whether using a referencing tool or effectively researching information. Excellent learners used to be those who read beyond the core texts, they are now also those who both reference and use additional materials.Student expectations of staff digital skills are high, the reality is more varied. Staff expect students to have digital skills where in many case they don’t or are unable to apply them to learning activities. Employers report similar experiences with graduates in the work place. Students’ with digital literacies are being offered the opportunity to both support and influence the institutional approaches to developing digital literacies.At Oxford Brookes University student pioneers are being used, working with in partnership with staff, to develop resources, mentor and support staff – the benefits are mutual, learning from each other, a net gain for the institution. The students are offered recognition and reward through a scheme recognized by the Institute for Leadership and Management and can gain academic credit.We’re just about to start some work with the NUS, QAA, and others around supporting and recognition for students working as change agents and e-pioneers across our projects.
