Digital Literacy Workgroup of the Minnesota Learning Commons

1. Digital Literacy Workgroup of the Minnesota Learning Commons Mary Ann Van Cura, Workgroup Chair State Library Services, Minnesota Department of Education TIES Conference 2012, Minneapolis, MN Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

2. Anecdotes • Faculty and staff reported need to provide support in basic computer skills for reentry students and others who had not used computers before; some reported higher drop out from online courses by those with less experience. • Libraries across the state reported high demand for computers and Internet access; for personal assistance with using computers, software and the Internet - for filing financial aid and college application forms, for completing homework assignments, and for online course access and proctoring • Some staff and decision-makers perceived no problem Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

3. Studies • In local study, many college students arrived with skills to text and surf the Internet, but lacked skill in how to use email, save and find files, search online databases, evaluate source --Source: Karen LaPlant, Business Faculty, Hennepin Technical College (MN) Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

4. Minnesota Learning Commons (MnLC) • What it is: • An online Gateway that promotes and advocates online learning opportunities for Minnesotans • Repository of learning objects • Resource sharing effort • Online support Center • A venue for collaboration across public sector education institutions • Site: http://mnlearningcommons.org • Partners: • Minnesota Department of Education (MDE) • University of Minnesota • Minnesota State Colleges and Universities (MnSCU) Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

5. MnLC Context • Existing MnLC resources generally assume access to the Internet and basic technology skills. • There are access and skill needs for many Minnesotans. How can we make it easy for learners to find resources that prepare them for learning online? How can we make it easy for educators to refer learners to resources or to teach basic skills to learners? • MnLC Joint Powers Agreement, May 2009, p.1: “Objective D. To jointly develop … content and services that assist students and educators to be successful in online learning, ….” Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

6. Digital Literacy Workgroup Charge • “Define digital literacy in the context of the mission of the Minnesota Learning Commons (MnLC), and devise a plan for MnLC content that promotes development of the digital literacy skills required to participate effectively in online learning.” • Project Site (In progress): http://www.digitalliteracy.project.mnscu.edu/ • Cross-sector roster Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

7. Digital Literacy Definition • In process • See definition of ALA task force • Continuum of Skills in Using Information and Communication Technologies (ICT): from how to move a mouse, use hardware and software, to how to stay safe and evaluate sources Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

8. Digital Inclusion Definition • “Digital Inclusion is the ability of individuals and groups to access and use information and communication technologies. Digital inclusion encompasses not only access to the Internet but also the availability of hardware and software; relevant content and services; and training for the digital literacy skills required for effective use of information and communication technologies.” -- Institute of Museum and Library Services, University of Washington, International City/ County Management Association. (2012 January). Building Digital Communities: A framework for action, p1. http://www.imls.gov/assets/1/AssetManager/BuildingDigitalCommunities_Framework.pdf Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

9. Figure 2. Access, adoption, and application principles of digital inclusion Access Adoption Application --Institute of Museum and Library Services, University of Washington, International City/ County Management Association. (2012 January). Building Digital Communities: A framework for action, p10. http://www.imls.gov/assets/1/AssetManager/BuildingDigitalCommunities_Framework.pdf Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

10. Potential MnLC Content Areas • Digital Literacy (DL) Definition • Context -Data: • Digital Divide Statistics: Gaps in Access & Use • Anecdotes • Case Studies, Research • DL Standards (Competencies, Benchmarks) • DL Assessment Tools • DL Curriculum and Training Resources • Resources for Internet/Device/Software Access (free, low-cost) – Public, Home • Resources for Training in Basic Skills (free, low-cost) - Local, Online • Opportunities, Recommendations, Best Practices • What else? Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

11. Data Overview • National, regional, and state studies show • Increasing usage of the Internet – home, work, mobile • Increasing ownership of devices – home, mobile • Continuing gaps in personal and/or home access to devices and broadband Internet based on • Income • Education level • Disability • Race/ethnicity • Age • Studies on Digital Literacy Skill Level? Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

12. Data - Home Broadband – U.S. Census/NTIA (2010) • 68.2% of U.S households have home broadband • Income [income is a high predictor of access and lack of access] • 89% with household income $75000+ Have • 73% with household income $50-75000 Have • 64% with household income $35-50000 Have • 51% with household income $25-35000 Have • 43% with household income $15-25000 Have • 32% with household income <$15000 Have • Other Notable Gaps • 38% of Americans with Disabilities Have • 30% with less than high school diploma Have • 54% with high school diploma Have • 45-50% of Hispanic, American Indian, Black Have • 61% age 5-17 Have • 50% age 55+ Have Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

13. Data – Home Internet/Computer – Connected Nation (2011) In a residential study of 10 states, including Minnesota……….. “• Only 37% of low-income minority households with children have broadband at home, and only 46% of all low-income households with children have broadband at home • We estimate that 17 million children do not have broadband at home – and that 7.6 million of these children live in low-income households. The disproportionate adoption gap has serious implications for technology education policy • 40% of low-income households do not own a computer (compared to only 9% of all others) • For low-income households, the cost of access and computer ownership is by far the most-cited reason why they do not adopt broadband “ Source: The Adoption Gap in Low-Income Households with Children: 2011 Residential Survey Preliminary Findings (Connected Nation)[scope: survey of 10 states, including Minnesota] http://www.connectednation.org/sites/default/files/connected-nation/connectednationlow-income2011surveyfindingsfinal.pdf Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

14. Data – Everyone has a smart phone? • Smart Phones: • 48% of Americans have smart phones (Pew, 9/2012) • 55% of college students (EDUCAUSE, 2012?) • Even when someone has a smart phone, this policy question remains: When is a smart phone enough for K20 education, job-seeking, and government access efforts and when is it not? Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

15. Data - Equity of Access – iNACOL2007 …contrary to what many believe, all students don’t have home computers with Internet connections. ... Public schools that operate educational programs available only through students’ own computers are not truly accessible. Source: North American Council for Online Learning. Access and Equity in Online Classes and Virtual Schools. November 2007. http:/www.inacol.org/resources/docs/NACOL_EquityAccess.pdf Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

16. Data - Equity of Access – Connected Nation, 2011 • We estimate that 17 million children do not have broadband at home – and that 7.6 million of these children live in low-income households. The disproportionate adoption gap has serious implications for technology education policy Source: Connected Nation. The Adoption Gap in Low-Income Households with Children: 2011 Residential Survey Preliminary Findings, September 2011 [survey of 10 states, including Minnesota] http://www.connectednation.org/sites/default/files/connected-nation/connectednationlow-income2011surveyfindingsfinal.pdf Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

17. Is Online Learning Right for You? • The University of Minnesota provides an example of the types of skills needed to participate effectively in online learning • Is Online Learning Right for You? http://digitalcampus.umn.edu/online-learning/online-learning-assessment.html • Do you follow a similar approach? • What are the impacts for students, campuses, and community-based institutions like libraries? Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

18. Questions • What are the implications for online learning when a third to two-thirds of Americans do not have a device or Internet access? • Equity of access is a policy consideration for public institutions – What approaches is your organization taking to address equity of access? • Where are the roles and the responsibilities for skill development? What is the role of K12? Higher education? Libraries, Adult Education, Workforce Centers, and other Community-Based Organizations? What will we expect of each? Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

19. What are your ideas? • Internet access and skills are no longer optional as information and resources move online for the activities of daily living – education, business, entertainment, finance, government, health • What information can we share via the Minnesota Learning Commons to support educators and learners? Contact us! • http://www.digitalliteracy.project.mnscu.edu/ Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012

20. Resources - Internet Statistics • National: • NTIA/U.S. Census (home access) – most detailed • Pew Internet (use anywhere) – most frequently updated; lacks detail on low income, disabilities • Multistate: • Connected Nation (home access, broadband speeds) • State: • Minnesota Internet Study 2012, Center for Rural Policy & Development (St. Peter, MN) (compares metro area and Greater MN) • Local: • Minneapolis Community Technology Survey Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012