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Dig literacy 050315
- 1. Digital literacy –what, why, how? Jens Jørgen Hansen, Ph.D. Associate Professor [email protected] Institute of Design and Communication University of Southern Denmark Open University, CARLG Seminar, march 5. 2015
- 2. Agenda History ofLiteracy Analysing frameworks of Literacy Case: Literacy at OU Discussions -------------------- Project: Developing digital literacy in schools Literacy as learning methods and participation in educational practice (Design Based Research)
- 3. Literacy – abrief history Traditional The ability to read and write and participate in society Both cognitive and cultural development
- 4. Media literacy Teaching massmedia communication Interpretation of media product Critical approach Productive use of media
- 5. Information literacy Basic computerskills Internet as a resource for learning Competence framework
- 6. Concepts of digitalliteracy - Set of skills, tool, technique – to be certified – literacy as an “it” – functional literacy - Set of competences that can be applied in divers context and put of a range of uses and applications – task based literacy - Social practice – ways of making meaning: meaning is not a function of some skill – but a function of social practice, social context ”myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc. via digital codification” Knobel & Lankshear, 2006, 17) – Literacy as social practice
- 7. Digital literacy asan institutional dimension
- 8. Strategic thinking andleadership around digital literacy (JISC) Developing a strategic vision underpinned by institutional values and effective leadership Translating the vision into different strategies, policies and processes and taking a joined up approach Providing support services and opportunities which enable students and staff to develop their digital capabilities Enabling a supportive IT infrastructure which supports diverse digital practices and flexibility Promoting a culture of innovation and change where staff and students at all levels are involved in strategic conversations around digital literacies and a range of engagement models are supported Reviewing current policies, processes and practices to better understand existing support for digital literacy and help prioritise areas for development http://www.jiscinfonet.ac.uk/infokits/digital-literacies/
- 9. Reading the digitalliteracy frameworks
- 10. Analytical framework Vision- ideological position in the discourse of technology Epistemology - semantic reach Taxonomy - operational framework Strategy - organizational setting Case: Digital and information literacy framework at OU
- 11. Digital and informationliteracy framework at OU Digital literacy includes the ability to find and use information (otherwise known as information literacy) but goes beyond this to encompass communication, collaboration and teamwork, social awareness in the digital environment, understanding of e-safety and creation of new information. Both digital and information literacy are underpinned by critical thinking and evaluation. Ideological position: Front stage: information literacy, media literacy, communication & collaboration, ICT literacy Backstage: Digital scholarship, Career & Identity Management, Learning Skills
- 12. Competences in Digitaland information literacy framework (OU) 1. Understand and engage in digital practices 2. Find information 3. Critically evaluate information, online interactions and online tools 4. Manage and communicate information 5. Collaborate and share digital content Competence approach Social practice approach? Study as social practice
- 13. Learning activity taxonomy Activityplanner Assimilative (attending to and understanding content), Information handling (e.g. gathering and classifying resources or manipulating data), Adaptive (use of modelling or simulation software), Communicative (dialogic activities, e.g. pair dialogues or group-based discussions), Productive (construction of an artefact such as a written essay, new chemical compound or a sculpture) and Experiential (practising skills in a particular context or undertaking an investigation). In addition the tool looks at the spread of assessment across the course or sequence of learning activities.
- 14. Operational framework –taxonomy – levels and stages Stages Level Access Level 0 Foundation digital practice stage Level 1 Interactive and co-operative digital practical stage Level 2 Personalised and collaborative digital practice stage Level 3 Professional and digital stage Masters OU: Digital and information literacy framework
- 15. Organizational setting -strategy The purpose is to provide a common reference point for module, programme, and qualification teams to use in determining markers of progression in digital literacy that can be integrated with other learning outcomes and student attributes. Communication tool (module, programme, qualification teams) Planning tool Evaluation tool ----------------------- Learning tool? Tool for developing students empowerment?
- 16. Discussions Digital literacy inpolicy, research, curriculum, university, social practice - in formal learning - every day live 1. Is digital literacy an “it” – or larger frame that resist operational techniques? 2. Shall we focuses on mobilising and building on what learners acquire and know from their wider cultural participation and affinities (Lankshear & Knobel)? 3. How are learners involved in decisions about ICT? 4. What does the concept of digital literacy “add to our understanding of teaching and learning?” (Goodfellow 2011) 5. Are digital literacy transforming university? – moving pedagogy away from a focus on disciplinary knowledge to a more “contingent culture of participation in digital-mediated professional lifelong learning communities” (Goodfellow 2011)
- 17. What are learningactivities in pedagogical institutions about? Reading texts and handling information? Doing tasks and making assignments Participate in learning situations? Yes – all 3!
- 18. Digital literacy Learner identity Practice Skills Knowledge ReadingStrategies Genre repertoires Learning methods Confidence in own worth - empowerment Engaged in learning situations and included in the school's learning community Independent, creative, critical and controlled management of learning challenges Reading strategies as integrated in reading and using text Genre repertoires is integrated in doing task and making assignments Learning methods is integrated in learning situations Using reading strategies Using genre in learning and writing Using learning methods Strategies of reading and texts Different school genre Learning methods
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- 20. Classrooms Negotiate opinion, present and participate indebates Listener Presenter Commentator debate listen argue tell present evaluate Study room Systematic build academic knowledge and skills Academic reader Note taker, Assignment solver reading remember understand apply analyse assess create Exercise room Acquire basic knowledge and skills Trainer practice test simulate visualizing Project room Formulate hypothesis and examining issues Project maker Researcher Commentator problematize formulate hypothesis collect categorize conclude discuss evaluate Workshop Develop ideas, design and create products Creator Designer Innovator develop ideas design collect produce revise present evaluate
- 21. Design Based Research Addressing complex problems in real contexts in collaboration with practitioners, Integrating known and hypothetical design-principles with technological affordances to render plausible solutions to these complex problems Conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new design-principles. Method where teachers, teacher educators and researchers collaborate to develop and test new teaching methods Inquiry of intervention: when it works, how it works and for who it works.
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- 23. Design experiment Partof case study: see the design experiment in an learning ecology - understand the complex interactions between actors, actions and activities. Intervention in real world. It aims to develop new knowledge and new methods and not only understand how teaching takes place. Utility oriented: develop new theory, methods and guide a practice: The theory must do real work (Cobb 2003, 10). Iterative: commute between study, workshop, experiment, conceptualization to constantly improve and develop the didactic concept.
- 24. Thank you! Litterature: Buckingham, D.(2006). Defining digital literacy – What do young people need to know about digital media? Nordic Journal of Digital Literacy, no.. 4. Bråten, I. (red.) (2007): Leseforståelse. Lesing i kunnskabssamfunnet – teori og praksis. Cappelem, Oslo Cobb, P., Confrey, J. diSessa, A., Lehrer, R. and Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher. 32(1) 9-13. Goodfellow, R. (2011). Literacy, literacies and the digital in higher education. Teaching in Higher Education, vol 16. Hinrichsen, J. & Coombs, A. (2013). The five ressources of critical digital literacy: a framework for curriculum integration, Research in Learning Technology, Vol 21. Lankshear, Colin, and Knobel, Michele (2006). Digital literacy and digital literacies: policy, pedagogy and research considerations for education. Nordic Journal of Digital Literacy, 1. Rose, David & J. R. Martin (2012). Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. Equinox Sharpe, R. & Beetham, H. (2010). Understanding students’ use of technology for learning: towards creative appropriation, I: Sharpe, R., Beetham H. & Freitas (eds): Rethinking Learning for a Digital Age, Routledge Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.