1 / 8

Digital Literacies as a Postgraduate Attribute

Digital Literacies as a Postgraduate Attribute. http://diglitpga.jiscinvolve.org/. Project overview. Lesley Gourlay (Academic Writing Centre), Martin Oliver (Learning Technologies Unit), Gwyneth Price (Library), Susan McGrath (Students ’ Union), Jude Frasman

maja
Download Presentation

Digital Literacies as a Postgraduate Attribute

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Digital Literacies as a Postgraduate Attribute http://diglitpga.jiscinvolve.org/

  2. Project overview • Lesley Gourlay (Academic Writing Centre), Martin Oliver (Learning Technologies Unit), Gwyneth Price (Library), Susan McGrath (Students’ Union), Jude Frasman • plus Mary Stiasny (Associate Director for Learning, Teaching and International) • “Our focus is on students’ experiences of digital literacy in their interaction with the institution.”

  3. Concepts and theory • We’re not adopting a definition • Digital literacy is a set of social achievements, not an absolute category • We will, however, be informed by definitions • An emerging project position • Post-humanism; actor network theory – used to understand and frame what we see • How do people ‘do’ things that are, recognisably, digitally literate? …and where, and with what…?

  4. Project structure • Baselining phase • Review existing institutional data (iGraduate survey of student experience) • Focus groups • Ethnographic study of ‘doing’ digital literacy • Pilot/Case Study phase • Likely academic writing centre, library, staff support, module teaching • Organisational readiness for change • Pilot/evaluate/embed (…not convinced it’s this logical)

  5. Activity to date • Review of iGraduate data • Filtering for digital literacy statements • Categorisation • Learning and teaching, admin, library, living, IT infrastructure • LiDA pyramid: identity, practices, skills, access • Focus groups • Experiences of practices, but also moments of exclusion

  6. Planned activity: ‘ethnographic’ studies • Understanding students’ experiences • ANT-like study; “follow the actors” (Latour, 1987) • Longitudinal, ideally exploring development (interviews at start, mid-point, end) • Multimodal data generated (photos, audio memos, screen grabs as well as text, interviews) • ‘Cultural probes’ e.g. settings where learning happens • How do learners achieve their digital literacy? • What are the ontological politics of this?

  7. Now, how do we support this? • Four pilots – to be specified by baselining, but likely to include… • Writing / production of academic texts in a digitally literate way • Library / consumption of academic texts in a digitally literate way • Staff development / development of academic practices to recognise and support digital literacies • Teaching / reconciliation and differentiation between academic and other digital literacies

  8. Organisational change • Still being pinned down • Scepticism about the neat logic of ‘baseline, pilot, evaluate, embed’ • Helping people (teachers, professional staff, managers, students) position themselves (and be recognised) as being digitally literate • What motivates them to be seen in this way? How can we help them do it? What happens as a result?

More Related