LLiDA
I-Learn aims to develop independent learners by building on existing good practice to embed academic, information and digital literacy skills in the curriculum.
requires the engagement and collaboration of management, central services and academic departments. 
collaboration, sharing and partnership in knowledge development are implicit throughout the framework. 
Scottish Information Literacy Project
http://www.gcal.ac.uk/ils/index.html
Moving Forward Project: enhancing progression through partnership
http://www.academy.gcal.ac.uk/movingforward/
Learning Teaching and Assessment Strategy http://www.gcal.ac.uk/quality/strategy/ltas.html
Quality Enhancement Strategy http://www.gcal.ac.uk/quality/strategy/index.html
CPD Policy and framework
http://www.academy.gcal.ac.uk/professional/GCUCPDPolicy2008.pdf 
REALWorld Employability http://www.academy.gcal.ac.uk/realworld/
An understanding of the need for a high level of ethical, social, cultural, environmental and wider professional conduct. 
literacies
critical understanding
Informed 
by current 
developments 
in the 
subject
An awareness of the 
provisional nature of 
knowledge, how 
knowledge is created, 
advanced and renewed, 
and the excitement of 
developing knowledge.
The ability to identify and
analyse problems and issues
and to formulate, evaluate 
and apply evidence based
solutions and arguments
An ability to
apply a systematic and critical assessment
of complex
problems 
and issues
An ability to deploy 
techniques of analysis 
and enquiry
Familiarity with
appropriate techniques
and skills, including
presentation and
communication skills
Originality and creativity in 
formulating, evaluating and 
applying evidence-based 
solutions and arguments
initial focus on staff and undergraduate students 
A developmental model of pedagogical support derived from current evidence-based research on academic literacies. The ELS’ approach is also informed by the team’s ongoing research/scholarly activities in learning and teaching and widening participation. 
The tutor team work in collegiate and academic partnerships with colleagues across all the Schools to develop discipline-specific materials and participative workshops that help students develop critical understanding and appropriate application of academic skills and conventions. 
The ELS aims to help students understand the requirements of academic activity and to enable independent learning through the development of key academic skills: presenting information orally and in writing, critical thinking, referencing, maintaining structure and coherence and demonstrating critical analysis in essay, project and dissertation writing. These are taught and improved through a combination of individual and rolling programmes/series of workshops, individualised support, handouts, online guidelines and podcasts. The service has significantly developed such input with U/g, P/g and PhD students from across the university for several years. http://www.gcal.ac.uk/els/
academic literacies
information literacies
digital literacies
The library underpins many programmes with high quality resources. The subject librarians work with academic departments to embed these resources and information literacy skills into the curriculum, and they welcome inclusion on programme and module development groups. Collaborations may include in context workshops and seminars on themes such as basic inductions to systems, using databases, using Refworks to manage references, evaluating sources and search methods to fit with information needs. The librarians can also advise on digitising and linking to information within e-learning programmes. They will also prepare Base staff to support students with problem based learning enquiries. The librarians source and write learning materials and manage websites to support academics and students, for example, subject guides, subject and resource tutorials. The librarians also run one-to-one drop-in support and help with complex information needs for students, researchers and academics. http://www.gcal.ac.uk/library/
The ICT Skills Unit has researched and developed a range of learning and teaching solutions to ensure that students engage with and develop lifelong independent learning skills through the use of technology. These employ sound pedagogic methodologies developed in partnership with other academic institutions. Support is available through the ICT Skills web site, guides, drop-in and training sessions. Digital tools may include email; internet; Word, Excel, Powerpoint; Blackboard; accessibility software; web 2.0 tools; e-portfolios; statistical software tools; and devices such as mobile phones and i-Pods. The Spoken Word project also encourages lecturers and students to develop different ways of working with audio, and a series of case studies is being created to support this approach. The unit has access to content that is not available from other sources including full access to BBC archives. They are also developing the use of wikis and blogs to support teaching and learning as well as looking at the use of modern Web 2.0 technologies. http://www.gcal.ac.uk/student/ictskills/ and http://www.spokenword.ac.uk
ICT Skills & Spoken Word
library
effective learning services
institutional transformation
Lou McGill | Educational Consultant | http://www.loumcgill.co.uk
 http://www.academy.gcal.ac.uk/llida/
ilearn
ties in with institutional strategies
connects with a range of institutional initiatives
collegiate and holistic approach
subject discipline approaches
By ‘learning literacies’ we mean the range of practices that underpin effective learning in a digital age

We use the term ‘effective learning’ as characteristic of ‘skilled, digitally aware learners with the capacity to participate in learning using technologies of their own choosing’. 

We use the term ‘digital age’ as a shorthand for technical, social, economic, cultural and educational contexts in which digital forms of information and communication predominate

Review available evidence
            Current research into literacies
            Conceptual and competency frameworks relevant to UK HE and FE
            The changing context and requirements for learning and literacy
Investigate current provision in UK HE and FE institutions
             Institutional audits
             Best practice exemplars
Present conclusions
             Expert advisory group (institutional auditors, stakeholders)

approach
Learners can, under the right conditions, become more critical, evaluative, self-aware, self-confident, skilled and capable in the use of technologies 
Learners can also, under the right conditions, develop a wider and more effective range of strategies for their own learning
While some of these capabilities may be 'generic', they are best supported in 'communities of practice', 'communities of inquiry', or 'learning groups' focused on tasks of value and interest to the learner
Capacities acquired iteratively and progressively, through practice of authentic tasks, and as needed, are better retained than those gained one-off, in isolation, and through instruction.
There is a tension between recognising an 'entitlement' to digital literacy as a foundational capability, and recognising technology practice as diverse and constitutive of personal identity

economic uncertainty
high competition for employment in the global knowledge economy
increased alternative, contract-based and self-employment
the rise of inter-disciplinarity and multi-disciplinary work teams 
a networked society and communities
multi-cultural working and living environments; internationalisation
blurring boundaries of real / virtual, public / private, work / leisure
increasingly ubiquitous and embedded digital technologies
increasing ubiquity, availability and reusability of digital knowledge
distribution of cognitive work into (human + non-human) networks of expertise
rapid social and techno-social change

Exercise multiple modes of meaning-making
Contribute to knowledge and understanding in hybrid networks 
Exercise judgement and expertise, bring knowledge to bear
Social entrepreneurialism – understand, act strategically in, and innovate social systems
Collaborate across national & cultural boundaries, using a variety of technologies and media
Develop and project identities, manage reputation
Reflect, plan, seek support, learn from situations and from others
Manage career path, learning path and professional development; manage work/life balance, as technologies erode boundaries 
Act safely, ethically and responsibly in environments where public and private are being redefined
Assess and address threats to health and to the environment

Learners consistently over-estimate their own information skills
Many also lack general academic critical and inquiry skills: 'digital scholarship' is poorly communicated and modelled
Most learners are still strongly led by tutors and course practices: tutor skills and confidence with ICT are therefore critical to their development
 Most learners use only basic functionality and are unwilling to explore or creatively appropriate technologies to suit their own needs
Separate 'skills' provision can be demotivating: support needs to be situated, integrated, relevant
Learners do not readily transfer ICT practices from personal or social contexts to study or work
There is a potential clash of academic/internet knowledge cultures,  e.g. around plagiarism, criticality, and originality


Likely futures: educating graduates for...
'21st century graduate skills'...?
Challenges facing learners
critical thinking
problem solving
reflection
academic writing
note-taking
concept mapping
time management
analysis, synthesis
evaluation
creativity, innovation
self-directed learning
collaborative learning

searching and retrieving
analysing, interpreting 
critiquing
evaluating
managing resources
navigating info spaces
content creation
editing, repurposing
enriching resources
referencing
sharing content

ICT skills
web skills
social networking
using CMC
using TELE
using digital devices
word processing
using databases
analysis tools
assistive tech
personalisation
…

academic literacies
information literacies
ICT  literacies
slow change
cultural & 
institutional
inhibitors
rapid change
economic &
technological
drivers
http://www.caledonianacademy.net/spaces/LLiDA/index.php?n=Main.FrameworkOfFrameworks
60 relevant strategy documents from participating institutions (n=16)
Most strategies address more than one literacy from our framework (mean = 2.25) but only two address 'digital literacies' holistically
There is a lack of strategic concern with media literacy, either in the context of information literacy or as a separate issue
Information strategies tend to be the most clearly focused on learner capabilities (influence of  SCONUL 7 pillars model)
Employability is widely referenced as a concept but is rarely linked to interventions around specific capabilities 
Strategies apportion responsibility for students' developing literacies fairly evenly between academic staff and central services
Students themselves are rarely addressed as responsible actors

Features of the two exemplary strategies on digital literacies:
institution-wide changes to policy, linked to main institutional drivers 
actions cascaded through other institutional strategies e.g. quality, ICT
an incremental approach, spearheaded by pilot projects/initiatives
collaboration between central services and academic staff, principally around...
course development and review, involving multi-disciplinary teams, with intensive resourcing
large central unit driving policy, with substantial national profile and hybrid teaching/development/research agenda
ongoing research, evaluation and evidence-gathering about students' experiences with technology and learning
creating hybrid and/or 'roving' roles

strategies
services
Support in silos: library, learning development/skills, ICT, WP...
Information literacy well supported but:
              media literacy, e.g. critical reading and creative production
              communicating and sharing ideas
              use of innovative environments to explore ideas
Central service provision personal and developmental but rarely reaches learners engaged in authentic tasks
 Little acknowledgment or support for learners' use of ICT for study
 'Employability' poorly articulated: careers staff hard to reach

curriculum
Curriculum provision tends to be one-off and cohort-based
Academic staff perceive students as more digitally capable than is the  case: tutor skills are critical to learners' development
Students often dissatisfied with feedback and assessment: rarely used  as opportunities to further reflection and learning literacy
Great diversity in literacies considered during design and validation 
Three modes of integrating literacies:
           Institution-wide programme, usually    
           portfolio-based
          Skills modules or sessions alongside 'subject' 
          teaching
          Fully integrated into modules and/or 
          programmes of study
Most examples from vocational and professional courses... (but)
… deeply embedded examples perhaps not visible to our study

peer-review
Social software widely used for informal sharing and more formal peer  support
Study buddy and student mentor initiatives rarely address digital literacies directly, but have scope to do so
Student help-desks commonly support learners' use of digital devices and networks
Much peer support takes place under the academic radar (but) 
Academic staff can help by:
being explicit about what kinds of collaboration are appropriate
establishing peer review processes
setting group assignments
arguing for access to social media in college

Learning, living and working are understood to take place in a digital society: there is no separate space of learning which is 'digital'
Learners are blending their own personal and shared learning environments
There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse needs and preferences for study
Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners
The focus is on what formal post-compulsory education can uniquely provide: 
e.g. self-direction, self-awareness, depth of attention, a critical stance, apprenticeship in particular practices including knowledge practices, creativity and innovation, social entrepreneurialism...

a wishful future
Institutions will need to:
Reassess the capacities that are taught for, supported and assessed:
Digital participation, production and enquiry
Multiple modes of knowing, multiple media, multiple communities
Self-management of learning, career and reputation
Creativity, innovation and agility
Reassess how these capacities are supported
Peer learning, informal learning, 360 degree support and review
Authentic contexts for practice, including digitally-mediated contexts
Individual scaffolding and support 
Making explicit community practices of knowledge and meaning-making
Anticipating and helping learners manage conflict between practice contexts
Recognising and helping learners integrate practices
Interdisciplinarity? Cross-contextual learning? Learner-generated contexts?

Reassess and reassert how these capacities are valued
Transparency over processes and values
Recognition and reward (staff and student, cultural and financial)
Digital scholarship needs to saturate learning and teaching practice
Digital talent needs to be recognised and nurtured


challenges for institutions
Work across curriculum / services boundaries to integrate provision
Respond to the need for new kinds of capability: recognise and represent graduate capabilities in new ways
Articulate vision for '21st century graduate skills' and embed ambition for students to thrive in C21st across the curriculum
Prepare themselves and their students for an uncertain future
Develop institution-wide approach to assessing and progressing learners' capabilities
Foster digital talent and innovation, wherever found (staff/students)

what has to change to make
this holistic vision become
practice?
changing
hearts
and
minds
Glasgow Caledonian University
http://prezi.com/vv_ynswlwwkv/
basic concepts