Open Education Resources for the Inclusive
Curriculum (ORIC) Project
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What does digital literacy mean to you?
What are digital literacy / literacies? –
discussions from literature
Our role in supporting digital literacies in our
students, resources for students.
Case studies / examples
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What do you understand by the term literacy?
Write a short definition of „digital literacy‟
and how it links to literacy.
You might want to watch an interesting 40
minute discussion on digital literacy on The
Agenda with Steve Paikin to inform your
thoughts
http://www.youtube.com/watch?v=ka3ImmG
54Po
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Gilster (1997)– introduced the concept of
digital literacy - a contested term?
Is it literacies and not literacy?
Related concepts: „computer literacy‟ led to
„information literacy‟ e.g. SCONUL “seven
pillars” model (used by academic librarians),
„media literacy‟.
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“Digital Literacy is the awareness, attitude
and ability of individuals to appropriately use
digital tools and facilities to identify, access,
manage, integrate, evaluate, analyse and
synthesize digital resources, construct new
knowledge, create media expressions, and
communicate with others, in the context of
specific life situations, in order to enable
constructive social action; and to reflect upon
this process.”
Martin (2005:135)
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From Martin‟s definition what are the key
features of digital literacy?
Construct a diagram, mind map or concept
map to summarise this definition.
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Here is one possible interpretation.
Yours may be very different.
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Digital literacy seems to cover or subsume a
wide range of different skills.
These might include ideas like IT literacy,
information literacy, media literacy and other
life skills.
So digital literacy / literacies is a broad term.
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Features of this model:
• Underpinned by basic
library and IT skills.
• 7 “skill” areas
• Different levels: novice 
expert
Can be summarised into
three elements (Markless &
Streatfield, 2007):
• connecting with information
• interacting with information
• making use of information
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An information literate person:
◦ engages in independent self-directed learning
◦ uses information processes
◦ uses a variety of information technologies and
systems
◦ has internalized values that promote information
use
◦ has a sound knowledge of the world of information
◦ approaches information critically
◦ has a personal information style
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Bawden (2008) – four components:
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Underpinnings
Background Knowledge
Central Competencies
Attitudes and Perspectives
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Underpinnings:
• Literacy (i.e. the ability to read and write)
• ICT literacy (i.e. the ability to use computing devices)
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Background Knowledge:
◦ the world of information
◦ nature of information resources
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Could include the following:
◦ reading and understanding digital and non-digital
formats
◦ creating and communicating digital information
◦ evaluation of information
◦ knowledge assembly
◦ information literacy
◦ media literacy
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• independent learning
• moral / social literacy
“…the attitudes and perspectives reflect the
idea that the ultimate purpose of digital
literacy is to help each person learn what is
necessary for their particular situation.
“Moral / social literacy” reflects the need for
an understanding of sensible and correct
behavior in the digital environment and may
include issues of privacy and security.”
(Bawden 2008:30)
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Think about your own modules and your own
teaching and answer the following:
Are there module learning outcomes on our
courses that reflect aspects of digital literacy?
How much of the four components do you / we
take for granted, in terms of expecting students
to already have these knowledge, skills and
attitudes?
What do you, personally, do to support these
components of digital literacy?
What other services / staff support these
components of digital literacy?
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Academic librarians support information
literacy
Computer skills may be supported by IT
training services for students.
Literacies such as academic writing, critical
thinking and so on may be supported by
learning development type services
What is the role of the academic member of
staff?
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How has an institutional focus on listening to
students influenced policies relating to
learning for a digital age? University of
Glamorgan
How do research-informed approaches to
learning and teaching support and develop
learners in technology-rich environments?
Oxford Brookes University
How can digital literacy help provide the
building blocks for lifelong learning?
University of Salford
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The Supporting Literacies in a Digital Age (SLiDA) project
identified nine key questions for institutions to consider in
supporting digital literacy,
(https://wiki.brookes.ac.uk/display/slidacases/SLiDA+Home)
Perhaps those most relevant for inclusive curriculum design
are:
◦ Q1. What strategies, policies and practices can be used to support
learners to develop digital literacies relevant for professional and
lifelong working?
◦ Q3. How can the development of digital literacies and learning
support be successfully embedded into the curriculum?
◦ Q4. How can the development of effective learners be supported
in individual, personalised ways?
Read the relevant case studies and consider how your own
institution would answer these questions.
In the context of your own modules, how would you answer
these questions?
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Do you feel you have the required computing
skills for learning at university?
Do you feel you have the required
communication skills? E.g. To give
presentations, to work effectively in groups.
Do you feel able to work effectively as an
independent learner? What support do you need
from academics to develop further?
Do you feel you have the required information
literacy skills to find high quality material for
your assignments?
How can we best support you?
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How do we integrate into our teaching,
learning and assessment / Embed digital
literacy into our courses?
Include digital literacy related learning outcomes
in modules.
Provide opportunities to practice the skills in the
subject context.
Explicitly assess aspects of digital literacy.
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For students: „What is information literacy?‟
http://campus.queens.edu/everett/M2.html
Internet detective:
http://www.vts.intute.ac.uk/detective/
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Bawden, D. (2008) 'Origins and Concepts of Digital Literacy' in
Lankshear, C. & Knobel, M. (eds.) Digital Literacies: Concepts,
Policies and Practices, New York: Peter Lang
Bruce, C. (1997) The seven faces of information literacy. Adelaide:
Auslib Press
Gilster, P. (1997) Digital literacy. New York: Wiley.
Markless, S.,& Streatfield, D. (2007) Three decades of information
literacy: redefining the parameters, in S. Andretta (Ed.), Change and
challenge: information literacy for the 21st century, Adelaide: Auslb
Press.
Martin, A. (2005) „DigEuLit – a European Framework for Digital
Literacy: a Progress Report‟, Journal of eLiteracy, Vol 2 pp.130-136
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