Development of a Learning Literacies Framework with a Digital Literacy Lens Work so far Alison Kaye, January 2014

Context at York Drivers Areas of good practice but no consistency of approach No framework to articulate what we can/do provide and to use as a tool to see where there might be gaps in provision Work in this area nationally and internationally Internal context Teaching and Learning strategy – new focus on progression throughout a programme rather than modular focus Intern’s literature review and case studies in the area of skills frameworks in HE New UTC working group which will be looking at skill development in the curriculum

Key themes from our research Collaboration across the institution Adaptability and flexibility to meet different departmental needs v enough detail to provide structured guidance Levels/bands of successively more sophisticated cognitive levels. Progression and deeper learning Embedded in the academic programme at programme level Progression

York’s Learning Literacies Development Model

Our work so far: outputs 5 Graduate Attributes What an ideal York Graduate’s qualities may be in terms of digital literacy Framework of skills and understandings List of detailed descriptors for skills and understandings Practices Complex and context-specific. Cannot be determined centrally. Internal work within the Information Directorate (Library and IT). Not an official framework that has been approved by senior University Managers

York’s Graduate Attributes within the Teaching and Learning Strategy

Our Graduate Attributes with a Digital Literacy lens Attributes Our vision is to enable all students to be confident, competent and discerning citizens of a digital society. (I am…) ---confident to explore, evaluate and select the best technology and information in a broad range of contexts. ---confident to use technology and information in a responsible and ethical manner, respecting digital rights and responsibilities. ---an active member of the global digital society, able to work collaboratively across boundaries. ---proactive in adapting to the evolving digital landscape. --- an independent and reflective learner who thinks critically about the information I consume, continually adapting and updating my information skills

York’s Learning Literacies Development Model (unofficial) Balance – all three are equally important if the attributes are to be met successfully

Key points to highlight 1.Strong link between understandings and skills in the framework document 2.Combination of Find and Evaluate sections. Consolidating these so that the Understandings can be linked within the same column. The find skills are too entwined with evaluation to separate them 3.Need to make sure the descriptors in the framework are generic enough that they apply to all students in all disciplines. Contextualisation comes in later when the framework is used in practical ways, not in the framework itself 4.Need to separate researchers out

Key points to highlight 5. Need to work on ideas of levels/steps Key points to highlight

6. Sharing The importance of consultation with colleagues in IT, Library, other support services, and wider academic consultation

Terminology & Categorisation Attributes Practices Skills

Cardiff’s Learning Literacies Development Framework