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Digital Literacy

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Joe Nicholls

on 2 February 2013

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Transcript of Digital Literacy

'Digidol' is the Welsh for 'digital'

A problems of terminology and langauge. Digital Literacy is an ambiguous phrase and is understood differently by different people - it's possible to get hung up on this and spend a lot of time seeking consensus and an agreed defintiion.

The project is about enabling organisational change to better enable the development of digital literacy for all staff and students.

The focus of the project is to work with the organisational processes and mechanisms that determine and deliver the training and education of learners, lecturers, researchers, administrative and support staff.

The aim is to embedding resources and practices into established processes so that they become enduring and sustainable.

Key to promoting and enabling this to happen are the institution's strategic drivers.
Education Strategy - Learning Literacies
INSRV - Information and Digital Literacy Strategy
Project Steering Group - constituted by senior managers from many of the central service directorates.

Bridging the knowledge gap between practice (what it is that people do) and services (what people make use of)

The crucial enablement role of front-facing service staff, e.g., Subject Librarians - understanding of discipline and services

Transitioning from an Information Literacy Strategy to Information and Digital Literacy Strategy

Baselining exercise - describing what we found out from the focus group, questionnaire, interviews conducted with staff. Teaching staff were interviewed in all but one of Cardiff's 27 Schools about their attitude and practices towards using technology to enable their teaching and by students in support of their learning.

REF exercise clouding the issue.
Pockets of innovative practice - that are highly dependent of the enthusiasm and interest of individual memebrs of staff, and in manay cases highly dependent on the technical support of a third-party.
Time and effort required - no real lack of interest or willingness to engage, but are highly realistic and pragmatid as to how they spend their time and effort.
Lack of School-based staff development practices.
No forums to discuss and share ideas.

As a result of doing the baseline exercise a number of candidate processes were identified as potential

Curriculum design component of PALET, e.g., new C21 Medical Currriculum
Student owned PDP/CPD
Student Union CPD and study skills course
The development of front-facing service staff, e.g., Subject Librarians

Next stage is to model these processes with the aim of re-configuring them to introduce practices and resources designed to raise awareness and develop the Digital Literacy of those who own and control the educational process and those who ultimate participate.

The project is not directly responsible for provisioning Digital Literacy training and education sessions. It aims to work with those responsible for designing and delivering training/education http://learning.cf.ac.uk/strategies/education-strategy_final/ http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/DigiDol.aspx LEAN Mapping
Purpose - Process - People Library Staff Development Student Union CPD Course Front-facing Service Staff Subject Librarians Cardiff Award Scheme School of Social Sciences Personal Development Planning &
Continuing Professional Development http://palet.cf.ac.uk/ http://medicine.cf.ac.uk/medical-education/c21/ curriculum and
learning activity design Student Managed
Continuing Professional Development “The majority of our students do not like to write. And they think that science means you don’t write." “They are far more comfortable with third party stuff than things that are so specific to Cardiff University." "What we found lacking in the student population are basic skills." "…what puts me off is the time. The extra time, the overhead in terms of adapting to it but I’m also concerned about how much time it takes away of my 50 minute lecture slot." "The problem is giving feedback constructively and usefully. It’s the time. The shear time of sitting down with somebody." “I always think the only way to engage staff is to either give them something that will make their lives easier or less time consuming. And if you can wrap it up in one of those two you’ll have everyone doing it. People are feeling that they’ve got way too much to do. So, I think by selling it that way you’re really on to a winner. ” “I use the tool I’m most comfortable with." "You notice more and more students hanging out in social spaces working on their laptops." "We’ve found that little things, nothing to do with revision, but just making things for staff and students on Facebook actually has made a huge difference to the way students feel about their undergraduate degree." “We don’t allow laptops in lectures. Because the idea is, although I’m sure they’re doing it on their phones, we think if they’re writing stuff on their laptop during a lecture then they might not be working." “Most of the students I interact with have access to laptops. I would say most have laptops, but they don’t bring them to the lectures. My impression is, we provide them with hand written notes, so, it’s easier for them to hand write." "Whenever there is discussions of technology, be it our Postgrad or our Undergrad at Board, I’m always surprised at the limited understanding of integration." "...most of them are research Professors. So, they don’t actually engage particular much other than with research. The less senior staff are doing most of the teaching. The shift is coming purely by new staff entering…that would be my impression. People are certainly aware of the students but it’s really seen as how do we keep them happy. There’s not a change to a more pedagogic approach.” "I would argue that in this department bottom-up would be the strongest, because certainly there’s no true inspiration at the top. Either they’re immersed in their research, or they are doing what they’re happy doing and they don’t need to change." “Once you get adequate feedback from your students on a module evaluation there’s no demonstrable mileage in getting better than that. People will do [innovative] bits and pieces here and there because they quite like the idea of it. Sometimes it sticks sometimes it doesn’t. But not very much happens.” “They’re [students] are not interested in it [learning literacies], and therefore we get away with not doing it, because they never push for it. They not interested in developing their CV or their portfolio of skills. They just do as they are told. And because there is a 100% employment, clearly they’re doing enough. They don’t need to do any more. What would they gain?" Challenges Baselining current
state ideal
state future
state future
state future
state Students Lecturers Researchers Administrators Network of Digital Literacy Champions Attitudes & Practices in parallel with Information Literacy
& Digital Literacy Digital Literacy is defined as...“those capabilities which fit an individual for living, learning and working in a digital society” (JISC, 2011) Input to PCUTL Teaching staff taught Subject Librarians curriculum Staff and Students Interviews
Focus group http://www.cardiff.ac.uk/pcutl “I’m not closed minded, there will undoubtedly be technological developments that will aid my work and I wouldn’t know how to go about finding out about them if somebody didn’t volunteer the information.” [Mid-career] “The issues for me is not so much about finding stuff, you know what may be possible out there, it’s bringing it into dialogue with the actual discipline you’re working with. “Personally, I’m a pre-computer scholar. So, it’s all very new to me. Ok, I’ve 25 years of research. Five years of that with a computer. I think I’m very bad at using the technology for management, because I hate management and I don’t think it should be part of our duties.” [Senior] “I’m not closed minded, there will undoubtedly be technological developments that will aid my work and I wouldn’t know how to go about finding out about them if somebody didn’t volunteer the information.” [Mid-career] “The technology balance for me is very, very … well, I’m very ambivalent about it. Because I feel that basically the quality of much academic work has declined over the last ten years because it’s too quick. The circulation of information is too quick. The time taken on projects is not enough. The time taken for ideas to mature is not enough. And the expectations for immediate return.” [Senior] “Managing your time and tasks [is the most important]. I’m five months in [to PhD] and it’s about managing all the data basically, both my own and stuff that I’ve found out in the process. Yes, and post processing it all. Finding out, I guess, something like a digital workflow that works to bring everything together.” [Postgrad – 12.00] “Searching and gathering literature is number one, writing up study results and generating the research papers, designing and preparing talks and presentations. Bottom is writing a poster. It’s not something that we do. It’s not part of our discipline.” [Mid-career – 16.30] “I suppose the problem is that the time is not available. It’s too unsettling, just haven’t got the time for it. And that is a problem because it means that some of the key, some of the key tools for researchers, you know, one doesn’t really have the time to explore them.” [Senior] http://www.cardiff.ac.uk/carsv/students/cardiffaward/the-cardiff-award.html Joe Nicholls - Nichollsja@Cardiff.ac.uk - @joenicholls
Joy Head - HeadJA1@Cardiff.ac.uk

Information Services
Cardiff University
Tel: 029 20870266 Learning Activity Design
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