helen beetham ucl dl sig
TRANSCRIPT
![Page 1: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/1.jpg)
Digital Literacy:Fad or Fundamental?
UCL Digital Literacy Symposium | 7 January 2016Helen Beetham
#digilitUCL
![Page 2: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/2.jpg)
‘Digital’ as a term in UK HE
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Compu
ters in
Teac
hing I
nitiat
ive
Teac
hing &
Learn
ing Te
chno
logy P
rog
Network
ed Le
arning
JISC e-
learni
ng pr
ogram
me
Bench
marking
e-Le
arning
Tech
nolog
y-Enh
ance
d Lea
rning
Develo
ping D
igital
Litera
cies
Chang
ing Le
arning
Land
scap
es
Digital
stude
nt
Digital
capa
bilitie
s
![Page 3: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/3.jpg)
Before digital literacy there was...
Learning Literacies for a Digital AgeStudy (2009-10)‣ working definition ‣ development pyramid‣ 7-element framework
those capabilities that allow an individual to thrive (live, learn and work) in a digital society
“”
![Page 4: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/4.jpg)
access
situatedpractices
functionalskills
identity: attributes
Learning Literacies for a Digital Agestudy (2009-10)‣ working definition ‣ development pyramid‣ 7-element framework I am...
I do...
I can...
I have...
To aspire beyond functional skills
![Page 5: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/5.jpg)
To reach beyond the specialistsLearning Literacies for a Digital Agestudy (2009-10)‣ working definition ‣ development pyramid‣ 7-element framework
![Page 6: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/6.jpg)
‣ a foundational knowledge or capability or set of practices
‣ a cultural entitlement‣ meaning-making‣ continuously developed‣ socially and culturally
situated/specific‣ an aspect of identity
‣ new forms of knowledge, know-how, practice, method, pedagogy, representation...
‣ the changing experiences and expectations of learners
‘Digital’
‘Literacy’
To generate critical debate
![Page 7: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/7.jpg)
How did that go?‣ Mainstream
‣ Research and development funding
‣ Leadership/management agenda
‣ QAA Review topic
‣ New/revised questions in NSS/Student Engagement: other surveys and KPIs
‣Radical? Critical? Scholarly? Embedded?
![Page 8: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/8.jpg)
Sherry Turkle meets David Mitchell
Radio 4 in Four
![Page 9: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/9.jpg)
Less focused, self-disciplined, persevering, able to cope with boredom...
iflscience.com
![Page 10: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/10.jpg)
The Internet is rewiring our brains‘Technologies are infantilising the brain into the state of small children who ... have a small attention span and who live for the moment.’ Daily Mail (2010)‘Popularized representations of neuroplasticity obscure the complicated conceptual and ontological entanglement between natural, social,and cultural realms ...’ Choudhury and McKinney (2013).
![Page 11: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/11.jpg)
How fundamental are these changes?
‘Writing is a technology that restructures thought.’ For example: linear rather than cyclical time; spatial/visual as well as time-based/aural; reproducible; transmissible; separable from the embodied moment; enabling ‘inward turn of ego-consciousness’ or reflexivity; loss of sensory richness...
Walter Ong:Orality and Literacy
![Page 12: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/12.jpg)
...brought about by networked digital devices?‣ screen-based interface‣ highly visual‣ data rather than text(s)‣ reconfigurable, multiple‣ access virtually cost free,
virtually simultaneous‣ constant recording
‣ places and events are porous: here and not-here
‣ information/communication, production/consumption, tools/texts constantly crossing into one another
How fundamental are the changes...
![Page 13: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/13.jpg)
content
theory method
practice
How fundamental are the changes in the life of the University?
![Page 14: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/14.jpg)
The real digital innovations will depend on your discipline area...
screen capture from iai.tv/iai.academy
![Page 15: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/15.jpg)
73% under 35s >90% new jobs 7-10 careers
>98% of all information 43.5% graduates 1.4m ‘micro’ firms
36% UK jobs(40% US jobs) 2.5% EU jobs 4-20% learners
How fundamental in the lives of graduates?
Pick a number... any number...
![Page 16: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/16.jpg)
with thanks to Simon Rae 2015
How fundamental in the lives of students?
![Page 17: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/17.jpg)
How fundamental in the lives of students?
Who owns students’ learning data?What should it be used for?
![Page 18: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/18.jpg)
Digital change is profoundand should be addressed within the curriculum as a series of critical explorations‣ not as a received solution e.g. the ‘digitally capable
graduate’, the ‘digital economy’‣ but situated in the concerns of the subject/discipline‣ ideally in a critical pedagogy tradition (not ‘we know,
we teach you’)‣ ...
![Page 19: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/19.jpg)
Example: followthethings
www.followthethings.com
![Page 20: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/20.jpg)
Example: BYOD4L
https://byod4learning.wordpress.com/topics/
![Page 21: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/21.jpg)
Example: PhonarNation
CC phonarnation 2015
![Page 22: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/22.jpg)
Example: authentic researchusing open data
UCL’s Connected Curriculum (Fung 2014)
![Page 23: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/23.jpg)
Over to you
‣How does my discipline advance our understanding of the digital revolution?‣How does my discipline equip students to thrive in a digital society & economy?‣What does my discipline have to say about living well in a digital world?
#DigiLitUCL
![Page 24: Helen Beetham UCL DL SIG](https://reader031.vdocuments.pub/reader031/viewer/2022030305/587138e21a28abf0568b6497/html5/thumbnails/24.jpg)
Framing digital literacyas a creative, critical practice
ICT proficiency (core skills)Information, media and data literacy (critical use)Creation, scholarship and innovation (creative production)Communication, collaboration and participation (engagement)Learning and self-developmentIdentity and well-being