Pub Date : 2018-08-07DOI: 10.29085/9781783301997.010
E. Bennett, S. Folley
{"title":"D4 Curriculum Design Workshops: a Model for Developing Digital Literacy in Practice","authors":"E. Bennett, S. Folley","doi":"10.29085/9781783301997.010","DOIUrl":"https://doi.org/10.29085/9781783301997.010","url":null,"abstract":"","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114944125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-07DOI: 10.29085/9781783301997.014
Bonnie Cheuk, K. Reedy
In this chapter we explore the role of digital literacy in the workplace to enable employees to work productively and effectively together, and ultimately to shape and deliver company strategy. The rapid advancement of technology offers new opportunities and challenges for many organisations. Employees from five generations working under one roof have very different (and constantly changing) expectations of the digital services they need to get their work done. By building employees’ digital capabilities at all levels, the full potential of technology to transform ways of working that create value for employees and customers can be unlocked. This chapter draws on an example whereby an enterprise-wide social networking, communication and collaboration platform is introduced as a strategic initiative to become a more agile and responsive organisation, with the need to transform the way employees connect, communicate and collaborate across boundaries. We discuss the opportunities and challenges that companies face when these kind of disruptive technologies are introduced, how digital literacies gaps are exposed, and what it means to be a digitally capable employee in this fast changing world. Drawing on Dervin’s Sense-Making Methodology, we also explore digital leadership – digital literacies at the highest level. This is where leaders not only set a new direction to use digital technologies to create a new business model and operating model, they also need to embrace a leadership style that is human - “communicative” - in order to draw on the ideas from the whole network to experiment, co-create and learn/unlearn ways of working and solutions made possible by new technologies.
{"title":"Transforming the Workplace Through Digital Literacy","authors":"Bonnie Cheuk, K. Reedy","doi":"10.29085/9781783301997.014","DOIUrl":"https://doi.org/10.29085/9781783301997.014","url":null,"abstract":"In this chapter we explore the role of digital literacy in the workplace to enable employees to work productively and effectively together, and ultimately to shape and deliver company strategy. The rapid advancement of technology offers new opportunities and challenges for many organisations. Employees from five generations working under one roof have very different (and constantly changing) expectations of the digital services they need to get their work done. By building employees’ digital capabilities at all levels, the full potential of technology to transform ways of working that create value for employees and customers can be unlocked. This chapter draws on an example whereby an enterprise-wide social networking, communication and collaboration platform is introduced as a strategic initiative to become a more agile and responsive organisation, with the need to transform the way employees connect, communicate and collaborate across boundaries. We discuss the opportunities and challenges that companies face when these kind of disruptive technologies are introduced, how digital literacies gaps are exposed, and what it means to be a digitally capable employee in this fast changing world. Drawing on Dervin’s Sense-Making Methodology, we also explore digital leadership – digital literacies at the highest level. This is where leaders not only set a new direction to use digital technologies to create a new business model and operating model, they also need to embrace a leadership style that is human - “communicative” - in order to draw on the ideas from the whole network to experiment, co-create and learn/unlearn ways of working and solutions made possible by new technologies.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130415824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-07DOI: 10.29085/9781783301997.005
Clare Killen
{"title":"Collaboration and Coaching: Powerful Strategies for Developing Digital Capabilities","authors":"Clare Killen","doi":"10.29085/9781783301997.005","DOIUrl":"https://doi.org/10.29085/9781783301997.005","url":null,"abstract":"","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122446872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-07DOI: 10.29085/9781783301997.013
Josie Fraser, K. Reedy
DigiLit Leicester was an award-winning project that ran as collaboration between Leicester City Council’s Building Schools for the Future (BSF) Programme, De Montfort University and 23 of the city’s secondary mainstream and SEN schools from 2012-2016. The project focused on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners. This chapter introduces the project, highlighting the new and innovative approach taken, and discussing lessons learned. Additionally, the project commitment to open educational practice is discussed with regard to design, delivery and evaluation. This commitment was explicitly taken to enhance accessibility and sustainability in terms of the project community, and to support broader public value.
{"title":"Digital Literacy and Open Educational Practice: Digilit Leicester","authors":"Josie Fraser, K. Reedy","doi":"10.29085/9781783301997.013","DOIUrl":"https://doi.org/10.29085/9781783301997.013","url":null,"abstract":"DigiLit Leicester was an award-winning project that ran as collaboration between Leicester City Council’s Building Schools for the Future (BSF) Programme, De Montfort University and 23 of the city’s secondary mainstream and SEN schools from 2012-2016. The project focused on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners. This chapter introduces the project, highlighting the new and innovative approach taken, and discussing lessons learned. Additionally, the project commitment to open educational practice is discussed with regard to design, delivery and evaluation. This commitment was explicitly taken to enhance accessibility and sustainability in terms of the project community, and to support broader public value.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125306612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-07DOI: 10.29085/9781783301997.004
J. Nicholls
{"title":"Unpacking Digital Literacy: the Potential Contribution of Central Services to Enabling the Development of Staff and Student Digital Literacies","authors":"J. Nicholls","doi":"10.29085/9781783301997.004","DOIUrl":"https://doi.org/10.29085/9781783301997.004","url":null,"abstract":"","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123724354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-07DOI: 10.29085/9781783301997.016
Adam Micklethwaite
{"title":"Onwards! Why the Movement For Digital Inclusion has Never Been More Important","authors":"Adam Micklethwaite","doi":"10.29085/9781783301997.016","DOIUrl":"https://doi.org/10.29085/9781783301997.016","url":null,"abstract":"","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121357379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-07DOI: 10.29085/9781783301997.011
C. Nerantzi, N. Jackson
{"title":"#CreativeHE: an Animated Google Plus Platform for Challenging Practitioners to Think Differently","authors":"C. Nerantzi, N. Jackson","doi":"10.29085/9781783301997.011","DOIUrl":"https://doi.org/10.29085/9781783301997.011","url":null,"abstract":"","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124022509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.29085/9781783301997.006
G. Walton, M. Childs, V. Estatiev, Janet E. Hetherington, Gordana Jugo
Introduction This chapter explores digital literacy in the context of a project which intended to motivate school students to read for pleasure using information and communications technologies (ICT) and creating digital artefacts (eartefacts). We define e-artefacts as digital work created in different formats such as text, video, audio, image or animation, or a combination of these. This project, called AMORES (An approach to MOtivating learners to Read in European Schools; www.amores-project.eu), was funded by the EU Comenius multilateral strand of the Lifelong Learning Programme. AMORES ran from 1 December 2013 to 30 November 2015. It aimed to improve students’ engagement in reading national and European literature through a methodology based on ICT, interactivity and collaboration. Students from five countries exchanged their e-artefacts on national literature online and at a final event. Preliminary work with teachers enabled them to meet their partner school colleagues to develop an online community to support the implementation of a new digital literacy teaching methodology. The common working language was English and the teaching methodology was subsequently translated into their mother tongues for implementation. The project involved 400 students aged 9– 14 from Croatia, Denmark, Poland, Sweden and the UK. In this chapter we explore the thinking which underpinned the design of the new teaching methodology. An example learning scenario is presented to show how the teaching methodology can be realised. Findings from the pilot implementation are presented. A range of recommendations are discussed including pedagogy, tools and technologies, and social media. The new teaching methodology's potential limitations are also outlined. Context Before discussing the project in more detail, it would be useful to begin with a statement of our understanding of what is meant by digital literacy in this context. Digital literacy for our research is defined as ‘a combination of all those capabilities which equip an individual for living, learning and working in a digital society’ (Jisc, 2011, 2). This includes the critical evaluation of digital content and (in an educational context) its application to learning, for teachers in their pedagogic practice and for students as part of their learning. In addition, we believe that there is a social dimension to digital literacy in that digital literacy includes the ability to use digital media for social participation in any context, whether for leisure, education, work or citizenship.
{"title":"Digital Literacy in UK and European Schools: Enhancing School Children's Motivation to Read for Pleasure","authors":"G. Walton, M. Childs, V. Estatiev, Janet E. Hetherington, Gordana Jugo","doi":"10.29085/9781783301997.006","DOIUrl":"https://doi.org/10.29085/9781783301997.006","url":null,"abstract":"Introduction This chapter explores digital literacy in the context of a project which intended to motivate school students to read for pleasure using information and communications technologies (ICT) and creating digital artefacts (eartefacts). We define e-artefacts as digital work created in different formats such as text, video, audio, image or animation, or a combination of these. This project, called AMORES (An approach to MOtivating learners to Read in European Schools; www.amores-project.eu), was funded by the EU Comenius multilateral strand of the Lifelong Learning Programme. AMORES ran from 1 December 2013 to 30 November 2015. It aimed to improve students’ engagement in reading national and European literature through a methodology based on ICT, interactivity and collaboration. Students from five countries exchanged their e-artefacts on national literature online and at a final event. Preliminary work with teachers enabled them to meet their partner school colleagues to develop an online community to support the implementation of a new digital literacy teaching methodology. The common working language was English and the teaching methodology was subsequently translated into their mother tongues for implementation. The project involved 400 students aged 9– 14 from Croatia, Denmark, Poland, Sweden and the UK. In this chapter we explore the thinking which underpinned the design of the new teaching methodology. An example learning scenario is presented to show how the teaching methodology can be realised. Findings from the pilot implementation are presented. A range of recommendations are discussed including pedagogy, tools and technologies, and social media. The new teaching methodology's potential limitations are also outlined. Context Before discussing the project in more detail, it would be useful to begin with a statement of our understanding of what is meant by digital literacy in this context. Digital literacy for our research is defined as ‘a combination of all those capabilities which equip an individual for living, learning and working in a digital society’ (Jisc, 2011, 2). This includes the critical evaluation of digital content and (in an educational context) its application to learning, for teachers in their pedagogic practice and for students as part of their learning. In addition, we believe that there is a social dimension to digital literacy in that digital literacy includes the ability to use digital media for social participation in any context, whether for leisure, education, work or citizenship.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123009759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.29085/9781783301997.007
D. Groom, J. O’Connell
Introduction As they become more accessible and more mobile, digital technologies are increasingly crossing the contexts of home, school, workplace and communities, and offering an expanding range of educational and social affordances (Haddon and Livingstone, 2014). This is a challenge for families and those seeking to better understand, engage and implement digital games in children's education. Technology has become an important feature of family life in many households with children using some form of device with a screen every day (Gutnick et al., 2011; Holloway, Green and Livingstone, 2013; Vandewater et al., 2009. Children use and enjoy technology more and more, in a world of expanding technologies, access and media forms (Buckingham and Willett, 2013; Tyner, 2009; von Feilitzen and Carlsson, 2000). Ongoing improvements to technology have enabled children to access new media and technologies from an early age, and the YouTube clip of a baby manipulating a touch screen is all too familiar. Leathers, Summers and Desollar-Hale (2013) argue that babies who have had ready access to touchscreen technologies since birth learn to point at screens by the age of 10–14 months. Children do not need to wait until they can operate a keyboard and mouse to begin interacting with digital media. Today, pre-verbal, nonambulant infants have parents who are comfortable with their children using these child-friendly touch screen devices. Nikken and Schols argue, ‘through age 7, children are honing their fine-motor skills, which makes it gradually easier for them to manipulate touchscreens, small keys, gadgets and controllers’ and are ‘adept at using symbols, playing pretend games, interpreting relevant cues in their social environment, and gain knowledge of story grammar, which is essential for the formation of interpretive schema for processing more demanding media content’ (2015, 3423). This chapter takes a focused look at the emerging opportunities provided by digital games and provides a rationale based on research to encourage individuals and organisations to consider games and gaming as mainstream channels of digital literacy engagement. Digital childhoods Digital games are an integral part of children's environments, with findings pointing to continued growth and regular game play across a range of devices, driven by curiosity, challenge and interactivity (Blumberg and Fisch, 2013).
随着数字技术变得更容易获得和更具移动性，它们越来越多地跨越家庭、学校、工作场所和社区的背景，并提供了越来越广泛的教育和社会支持(Haddon和Livingstone, 2014)。这对家庭和那些想要更好地理解、参与和在儿童教育中实施数字游戏的人来说是一个挑战。在许多有孩子的家庭中，科技已经成为家庭生活的一个重要特征，他们每天都使用某种带屏幕的设备(Gutnick et al.， 2011;Holloway, Green and Livingstone, 2013;Vandewater et al.， 2009。在一个技术、渠道和媒体形式不断扩大的世界里，儿童越来越多地使用和享受技术(Buckingham和Willett, 2013;Tyner, 2009;von Feilitzen and Carlsson, 2000)。科技的不断进步使孩子们从很小的时候就能接触到新的媒体和技术，YouTube上婴儿操纵触摸屏的视频太熟悉了。Leathers, Summers和sollar- hale(2013)认为，从出生开始就有机会接触触摸屏技术的婴儿在10-14个月大的时候就学会了指向屏幕。孩子们不需要等到他们会操作键盘和鼠标才开始与数字媒体互动。今天，不会说话的婴儿的父母对孩子使用这些适合儿童的触摸屏设备感到很舒服。Nikken和学校认为，“到7岁，孩子们正在磨练他们的精细运动技能，这使得他们逐渐更容易操作触摸屏，小钥匙，小工具和控制器”，并且“善于使用符号，玩假装游戏，在他们的社会环境中解释相关线索，并获得故事语法知识，这对于形成处理要求更高的媒体内容的解释图式至关重要”(2015,3423)。这一章主要着眼于数字游戏所提供的新兴机会，并基于研究提供了一个基本原理，以鼓励个人和组织将游戏和游戏视为数字素养参与的主流渠道。数字游戏是儿童环境中不可或缺的一部分，研究结果表明，在好奇心、挑战和互动性的驱动下，儿童在各种设备上的游戏体验持续增长和规律。
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