Over the past decade the use of technology for teaching and learning has increased at an exponential rate. The internet is a potential enabler and excluder of participation and awareness of access parameters and evidence of effective digital literacies are critical within a digital age. The JISC Developing Digital Literacies Programme (see below) recognises the need for resources which support staff and students to work effectively within virtual learning environments and develop the essential confidence and competencies required for personal and professional practice.
JISC Developing Digital Literacies Programme http://www.jisc.ac.uk/developingdigitalliteracies
JISC has funded a £1.5 million Developing Digital Literacies programme which runs from July 2011 to July 2013. The aim of the programme is to promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. A synthesis of existing resources relating to digital literacies together with ongoing synthesis of the emerging outcomes and outputs from the Developing Digital Literacies programme will be collated by JISC Advance on the online resource the JISC Design Studio Further information about the funded projects is available from the programme page and the programme blog.
The Developing Digital Literacies area of the JISC Design Studio provides access to the activities and outcomes of the programme. At the moment these pages are being actively developed by project and programme teams, but following the principles of open development, the resources are open to all to use and re-use although they might not be in their final form.
JISC Responding to Learners Programme; Embedding the Learner’s Voice http://www.jisc.ac.uk/publications/programmerelated/2009/respondingtolearners.aspx
The content of Responding to Learners includes a series of five guides and a set of key messages postcards which summarise the key findings and can form the basis for staff development activities. The guides offer recommendations on how institutions can better respond to expectations and uses of technology based the learner’s own experience of what it’s like to study in a technology-rich age. The 5 guides are written for different roles within the institution and highlight the key issues relevant to these roles.
Guide for
- Institutional managers (PDF)
- Practitioners (PDF)
- Course teams (PDF)
- Learning developers and learning support staff (PDF)
- Researchers (PDF)
The Learning Literacies in a Digital Age (LLiDA)
- Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Helen Beetham, Lou McGill, Prof. Allison Littlejohn. June 2009 (pdf) LLiDAreportJune09.pdf
- Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Executive Summary, Conclusions and Recommendations. Helen Beetham, Lou McGill, Prof. Allison Littlejohn. June 2009 (pdf) LLiDAexecsumm.pdf
The SCONUL Seven Pillars model of information literacy has been adopted by librarians and teachers around the world as a means of helping them to deliver Information Literacy to their learners. In 2011,the model was updated and expanded to reflect changes in our understanding bought about through digital ways of working. A series of ‘lenses’ have been applied to the generic ‘core’ model of information literacy for higher education. These include a digital literacies lens which provides a useful framework for developing the confidence and competencies most appropriate for managing teaching, learning and research information and knowledge in a digital age. The Digital Literacy model can be downloaded from the Seven Pillars site or as a Word Document from this link SCONUL digital literacy lens