#jiscdiglit Digital literacy: sharing knowledge to create better policies 26 th July 2012, Bristol

Agenda Session 1: Opening 10:00Welcome, introduction and objectives of the meeting Paul Bailey (JISC) and Tabetha Newman (Timmus Limited) 10:10 Tour de table (Presentation of participants) Each attendee provides their name, organisation/institution, and link with digital literacies (approx. 1 minute each) Session 2: Digital Literacy: some ongoing projects 10:40The JISC Developing Digital Literacies Programme (3x 5mins) Paul Bailey (JISC), Lindsay Jordan (University Arts London), Helen Beetham (JISC) 11:00Coffee Break

Agenda Session 2: Digital Literacy: some ongoing projects (continued) 11:20Other perspectives on Digital Literacy from the UK (3x 5mins) Josie Fraser (Leicester City Council), Dave White (Oxford University), Lyndsay Grant (University of Bristol) 11:40Digital Competence: the EC perspective and the DIGCOMP framework: Anusca Ferrari (JRC-IPTS) Session 3 12:00Group work: providing feedback to the DIGCOMP draft framework 12:45Wrap up

#jiscdiglit Developing Digital Literacies for staff and students in Universities and Colleges Paul Bailey, JISC Programme Manager

Developing Digital Literacies Programme A sector-wide programme promoting the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for staff and students in UK further and higher education.

Developing Digital Literacies Projects  University of Greenwich  University of the Arts London  University of Exeter  Grŵp Llandrillo Menai  University of Plymouth  University of Reading  University of Bath  University College London  Oxford Brookes University  Cardiff University  Worcester College of Technology  Institute of Education, London

Building on previous work  – Learners' experiences of e-learning programme Students' success depends on strategies for integrating ICT into academic practice; students' strategies and preferences differ widely  2009 – Learning Literacies for a Digital Age study Digital literacy needs to be integrated across the curriculum: learners develop through authentic tasks in meaningful situations  2010 – Supporting Learners in a Digital Age Nine institutional case studies in developing learners' digital capabilities: listening to and responding to learners as a theme  2011 – Digital literacy workshop series Cascading outcomes of LliDA and SLIDA: tools for organisational and curriculum development; sharing best practice  – Developing Digital Literacies programme Funded institutional projects, integrating digital literacy development across the board; community consultation

Staff Association and Professional Bodies  The sector bodies and professional associations JISC is working with initially include:  Association for Learning Development in Higher Education (ALDinHE)  Association for Learning Technology (ALT)  Association of University Administrators (AUA)  Heads of Educational Development Group (HEDG)  Organisational Development in Higher Education Group (ODHE)  Standing Conference on Academic Practice (SCAP)  Staff Development Forum (SDF)  Staff and Educational Development Association (SEDA)  Society of College, National and University Libraries (SCONUL)  Vitae

 The SCONUL7 Pillars of Information Literacy through a Digital Literacy ‘lens’ information_literacy/seven_pilla rs.html information_literacy/seven_pilla rs.html  Welsh Information Literacy Framework (Digital Literacy Modules) which uses the 7 Pillars Frameworks and Mappings

 Making a JISC/Professional Associations Guide to Implementing the UK Professional Standards Framework in the Digital University  Association of Learning Technology CMALT involved/certified-membershiphttp:// involved/certified-membership  UCL Teaching Administrator PDP qualification mapping to the AUA 9 professional behaviours mapped to the 7 JISC digital literacy areas Frameworks and Mappings

Life planning All digital literacies ICT literacy Media literacy Digital scholarship Communication & collaboration ICT literacy Digital scholarship Life planning ICT literacy Media literacy Information literacy Communication & collaboration Life planning Learning skills Communication & collaboration Information literacy Arranging Open Days Student application processes Managing assessment processes Producing and updating materials and publications Meeting service standards DPA / FoI requests Servicing committees, groups and boards Participating in departmental and wider committees and groups Engaging with CPD (3 days minimum per annum) Responding to queries from prospective students Providing advice and guidance to students Dealing with student complaints and issues Monitoring equal opportunities data and practice Monitoring effectiveness and efficiency Developing new systems Supporting activities to generate new revenue Embedding and extending innovations Briefing colleagues about new UCL policies/ procedures Developing and implementing changes to systems, processes and procedures Implementing changes to UCL policies and procedures Maintaining student/staff records Producing statistical reports Using UCL systems eg PORTICO,VLE Maintenance of resource libraries Budget management Maintenance of departmental intranet/ internet Timetabling Developing and implementing new strategies, processes and procedures Advice and support to colleagues using systems and tools Co-ordinating student induction programmes Line management of team Contributing to knowledge base/ TA Handbook Working as part of wider admin team Liaison with internal and external examiners Liaison with other units Liaison with employers Organising conferences and events June 2012 v.5 What do I need to know? What do I need to know? The actual learning The actual learning The actual learning How am I going to approach it? How am I going to approach it? What did I learn and how will I apply it? What did I learn and how will I apply it? Identify relevant prior learning Self assessment against professional behaviours Identify development methods Produce PDP Assess context of role within department, UCL, HE Prioritise professional behaviours Commit and plan time to undertake accreditation programme Reflection on own approach to digital literacy Analysis of need for change Reflection on own reaction to change Review of PDP and experience of accreditation programme Identify new/enhanced skills, knowledge, behaviours Reflection on impact of learning on own professional practice and on TA knowledge base Identify impact of new/enhanced skills, knowledge, behaviours on own efficiency and effectiveness and team/department performance Maximise broad range of formal and informal development resources Actively seek feedback from mentor, colleagues and internal and external customers Engage in development activities with others Provide feedback and peer support to other programme participants Identify on-the-job development opportunities Engage with unfamiliar development methods Create development opportunities UCL Teaching Administrator PDP qualification

Examples at a project level  Worcester College of Technology – Open College Network Modules on Developing Digital Literacies (for staff and students)  Oxford Brookes University – Students as e-Pioneers scheme Accredited Institute of Leadership and Management and CMALT Scheme Student Digital Literacy Frameworks Examples at a programme level  Student Engagement Pilot – National Union of Students, Quality Assurance Agency (student engagement team). National recognition for institutional awards for student as change agents/pioneers