1. How is digital learning changing education as a cultural practice?
Dr Cristina Costa
@cristinacost

2. Who has checked… this morning?

3. As new technologies are embedded in day to day activities

4. Technology become a way of life!

5. Maslow’s hierarchy of needs
(Adapted from Maslow 1954)

9. JISC defines
‘digital literacies as the capabilities which fit someone for living, learning and working in a digital society’

10. Creating, remixing and sharing
Life in the digital age
Creating, remixing and sharing
A culture of participation (~ Henry Jenkins)

11. from consumer to co-producer
from consumers to producers
from content buyers to content creators / enhancing content
prosumer

12. Digital literacies are social and cultural practices

13. Technology More than a tool… A concept… a mind-set

14. Wesch, M. (2009). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons, 7. Retrieved from
flickr photo shared by giulia.forsythe under a Creative Commons ( BY-NC-SA ) license
Wesch, M. (2009). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons, 7. Retrieved from

15. Blooms taxonomy

16. Blooms taxonomy (revised)

17. Rheingold – 5 Web Literacies
Metacognition (aware of our activity online)
Attention  Awareness of attention curve and how you distribute this to diff media
Participation  gives individuals a sense of belonging, of having an active and tangible input  practising active citizenship online. From consumer to producer
Collaboration  working and learning with other people . Closely related to participation  leveraging collective intelligence
Network Awareness  closely related to Global dimension of networks via digital technology “The technical networks amplify and extend the fundamental human capability of forming social networks” (Rheingold, 2010). Also about reputation management and networked individuality
Critical Consumption  Knowing how to evaluate a source and making a educated guess about its origins and if it’s trustworthy

19. Juliet Hinrichsen and Antony Coombs University of Greenwich
In recognising the need to promote literacies for a world in transition, Hinrichsen and Coombs (2013) have developed a critical literacy framework mapping curriculum design into learner attributes. In doing so, they built on Luke and Freebody’s (2003) “Four Resource Model” that encapsulates a multi-literate requirement for reading through the use of the following roles: (1) Code breaker, (2) Meaning maker, (3) Text user and (4) Text critic by “adding a fifth resource, Persona, to accommodate the social and identity relations of the contemporary digital environment” (ibid, n/d) This resulted in the “Five Resource Framework”
Juliet Hinrichsen and Antony Coombs
University of Greenwich

21. changing assessment to support learning process
the internet being a place for communication and
Image and quote by Dean Shareski (CC BY-NC 2.0)

22. Pierre Bourdieu
“To possess the machines, [they] only need economic capital; to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital, either in person or by proxy”
Teaching as a conduit of cultural capital

23. Catering for the digital literacies needs for different users (including older adults)

27. Face to face training
Ongoing digital literacies session in partnership with the Centre for Lifelong Learning