Defining digital literacy in the Faculties

We are thrilled to announce that we have completed the first round of ‘creative think tank’ sessions with our multi-stakeholder faculty learning communities. It was wonderful to see so many people engaging in the concept of digital literacies, viewing it from different angles and trying to define it in ways which is meaningful to them, their discipline and their students.

All participants engaged creatively in thinking about:

  • What students are currently doing in the digital environment and what we would want them to be doing
  • What the HEA employability profiles say about graduate skills in each of the disciplines and how these may be influenced/changed by the technology around us
  • The uniqueness of the disciplines and how they might influence digital literacies… are some skills more desirable than others?

A number of excellent statements have already started emerging which highlight the uniqueness, values and beliefs of each of our faculties in relation to digital literacies. These will be further refined as the project progresses.

“A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing, presenting relevant information, supported by access to the appropriate hardware and software.”

Engineering and Design Faculty Learning Community, 14 Nov 2011

“A digitally literate person in the Faculty of Humanities and Social Science is critically and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments, and establishing coherent identities.”

Humanities and Social Sciences Faculty Learning Community, 16 Nov 2011

“A digitally literate person in the Faculty of Science can access, critically analyse and utilise the appropriate tools and be adaptable and innovative in relation to new software and environments.”

Science Faculty Learning Community, 21 Nov 2011

“A digitally literate person in the School of Management is confident to use and explore technologies to become autonomous and empowered in their current and future roles.”

School of Management Learning Community, 24 Nov 2011

We are currently working our way through the vast amounts of data that were collected during the creative think tank sessions. Many thanks to all the participants who took part in their faculty learning communities and we look forward to working with you again in a few weeks’ time.

As part of the PriDE project we will be refining and making all our workshop materials available as OERs for use by others who may be exploring digital literacies in their institutions. These will be deposited in JORUM in the coming months.

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One Response to Defining digital literacy in the Faculties

  1. Doug Belshaw says:

    Great! Really glad that you’ve focused on the all-important aspect of context when framing these definitions. I’m still wondering (see comment on previous post) about the ‘creative’ part of the literacy (the analogue of ‘writing’) but I’m sure that’s implicit in these definitions. 🙂

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