Work Package 2 – Content review (a) – to ensure content
can support objectives of professional standards
framework (PSF), SCONUL Seven Pillars model and an
appropriate digital literacy framework
Overview
This work package is part of a content review to ensure digital and information literacy content at
LSE and University of Birmingham can support the objectives of professional standards
framework (PSF), the SCONUL Seven Pillars model and an appropriate digital literacy
framework. It aims to cross tabulate digital and information literacy content identified in the audit
(work package 1) to the PSF, SCONUL Seven Pillars model and an appropriate digital literacy
framework to enhance value of material and increase likelihood of re-use. It also presents four
worked examples to illustrate how digital and information literacies have been embedded into the
PGCert at two institutions.
Work Package 2: Outputs
This work package includes:
 a short commentary (this document),
 Spreadsheet of the PSF mapped to the SCONUL 7 pillars and FutureLab digital literacy
framework
 two spreadsheets showing information and digital literacy at content Birmingham and
LSE mapped to the PSF
 4 worked examples showing where digital and information literacy has been embedded
into the PGCert at LSE and where information literacy could be embedded at University
of Birmingham. These identify the aspects of information and digital literacy that is
covered, as well as the specific elements of the professional standards framework.
Background: The PG Cert at LSE
At LSE the Teaching and Learning Centre run the PG Certificate in Higher Education (PGCert).
There are five modules and staff are able to complete three models to obtain Associate level, and
five modules to obtain fellowship of the HEA.
The modules include:
1.
Developing teaching practice (1a) and Lecturing (1b)
2.
Student learning and student support
3.
Course evaluation and quality framework
4.
Assessing student learning
5.
Course design and development
While there is some flexibility in the programme, the associate level of the certificate involves
working through modules 1a, 2 and 3. Upgrading to the full certificate then normally involves
working through the remaining modules, 1b, 4 and 5 in the second year.
In addition to the modules, students undertake a reflection on their teaching practice at the outset
of the course (TP1), at the end of the first year (TP2) and at the end of the second year (TP3).
These three reports, along with four teaching observation reports, are included in the portfolio that
students submit. The portfolio also contains:
 A mapping grid to show where specific elements of the PSF are addressed in their
portfolio
 A current CV
 6 assessed pieces of work
 Any additional evidence students wish to include such as teaching quality assurance
evaluation forms.
Background: The PG Cert at University of Birmingham
At the University of Birmingham, the Centre for Learning and Academic Development run the PG
Certificate in Learning and Teaching in Higher Education. There are two Associate modules of
this course, that go to make up the 60 credits overall.
Module 1/Associate Modules makes up 20 credits and includes the following courses:
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Introduction to learning and teaching programmes
Learning in context
Course design
Developing the inclusive curriculum
Facilitating learning
Assessment, marking and feedback
Evaluating teaching practice
Critical reflection on practice
Portfolio Workshop
Module 2 is worth 40 credits and includes the following courses:
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Understanding education enquiry
Supervising students
Teaching research project workshop
The SCONUL 7 Pillars of Information Literacy
The SCONUL 7 pillars is the most widely used framework for information literacy used in UK
higher education, so it was the obvious example to use to categorise the resources. The 7 pillars
are presented below and the abbreviations are used as a short cut to refer to them for the
purposes of the DELILA project:
Pillar 1. The ability to recognise a need for information (SP71)
Pillar 2. The ability to distinguish ways in which the information ‘gap’ may be addressed (SP72)
Pillar 3. The ability to construct strategies for locating information (SP73)
Pillar 4. The ability to locate and access information (SP74)
Pillar 5. The ability to compare and evaluate information obtained from different sources (SP75)
Pillar 6. The ability to organise, apply and communicate information to others in ways appropriate
(SP76)
Pillar 7. The ability to synthesise and build upon existing information, contributing to the creation
of new knowledge (SP77)
The SCONUL 7 Pillars model is presented in more detail in Appendix 1. However in using this
framework it is noted that there is currently some work underway to revise and update the model.
In addition the framework is incremental and the higher numbered pillars are often not explored
until third year undergraduate or postgraduate level.
Digital Literacy framework
Categorising digital literacy proved to be more difficult than information literacy. There are a
variety of digital literacy definitions and frameworks that have been used in previous projects and
no clear model used throughout UK higher education equivalent to the SCONUL 7 pillars of
information literacy. DELILA was initially informed by the EU funded project, DigEULit which
used the following definition of digital literacy:
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 (Martin, 2005)
However, a more recent definition of digital literacy from FutureLab (2010) provided a helpful way
of sub-dividing digital literacy skills. They defines digital literacy as:
•
“…the skills, knowledge and understanding that enables critical, creative, discerning and
safe practices when engaging with digital technologies in all areas of life” (FutureLab,
2010).
The FutureLab model of Digital Literacy is presented in Appendix 2, however, it includes the
following skills which we can abbreviate as follows:
Digital Literacy 1 (DL1): Functional skills
Digital Literacy 2 (DL2): Creativity
Digital Literacy 3 (DL3): Critical thinking and evaluation
Digital Literacy 4 (DL4): Cultural and social understanding
Digital Literacy 5 (DL5): Collaboration
Digital Literacy 6 (DL6): The ability to find and select information
Digital Literacy 7 (DL7): Effective communication
Digital Literacy 8 (DL8): E-safety
For simplicity it was decided at an initial stage that any digital literacy resources identified in the
DELILA audit would be labeled simply as digital literacy (DL) with the relevant SCONUL 7 pillar
also appended. It would be relatively easy to further sub-divide the digital literacy resources into
additional categories if this was deemed helpful later in the project. The above topics from the
FutureLab model will be tested to see how appropriate they fit our resources. LSE have
formulated a curriculum for digital literacy which is presented in Appendix 3 to further illustrate the
type of teaching sessions that digital literacy includes. To test out the above model, the resources
were categorized into the following 8 headings, while recognizing that more than one subcategory might be used.
One final point is that the FutureLab Digital Literacy framework is slightly different to the SCONUL
7 pillars, in that it is not incremental or linear. This is illustrated by the circular diagram in
Appendix 2.
Information and Digital Literacy content included in LSE PGCert
Prior to the start of DELILA in early 2010 the Teaching and Learning Centre working with the
Centre for Learning Technology revised the PGCert to embed learning technologies and
elements of digital and information literacy into Module 1, 2, 4 and 5. This involved introducing a
number of new sessions for PGCert students in 2010-11 that specifically cover learning
technology, student learning in the digital age and using technologies for assessment, feedback
and course design. Two examples are presented from PGCert Modules 1 and 4 to illustrate the
coverage of these sessions and the specific aspects of the professional standards framework and
digital and information literacy that are covered.
DELILA is also providing an opportunity to reflect on other aspects of digital and information
literacy not currently covered in the PGCert at LSE and see how these might fit into the
programme. By mapping the five modules of the PGCert to the content identified in the audit,
additional resources that could be valuable have been highlighted. For example, copyright
training is not explicitly included in the PGCert, but is an essential part of good practice teaching
and would be relevant to Module 1. Similarly an awareness of finding and using images and
multimedia would also be useful in this module. Meanwhile all the modules expect students to
identify discipline specific readings, so resources to support literature searching could be highly
valuable for some students. The resources that specifically fit into the current PGCert curriculum
will be prioritised for conversion to OER at LSE, but if time permits as many resources as
possible will be made more widely available.
Information Literacy content included in Birmingham PGCert
In the past, Library Services Subject Advisors have developed and run classes (both face to face
and online) covering library resources and services to support learning and teaching. These
classes were optional and were aimed at the trainee teaching assistants taking the PG Cert.
They covered topics such as:
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Physical and online resources to support group work
Introduction to the Copyright Licensing Agency’s Scanning licence – and how to include
these in online learning environments
Reading lists at Birmingham: how they work and why they’re useful to support
independent learning
Topics were quite specific and as the courses optional, became less well attended, as
participants focused on compulsory elements.
For DELILA, project team members from Birmingham worked with the PG Cert Coordinator to
discuss the individual courses and which Learning Objects could fit into each course as currently
run to support the requirements of the UK Professional Standards Framework. This involved
details such as the focus and interest of the course leader, and practical considerations such as
the length of the current course and the degree of face-to-face and online learning encouraged.
Two case studies were then developed in consultation with the PG Cert Co-ordinator to
demonstrate how the Learning Objects could slot into 2 different courses; this included a lesson
plan highlighting how resources would fit into the structure of the course and suggesting activities
around them. Further discussions revolved around future integrations given a planned overhaul of
the programme, and particularly the development of the online provision.
DELILA provided an opportunity to promote existing learning materials to new academics, to reconsider possibilities for their use in a core teaching programme, and to plan for further
integration and development for future iterations.
Mapping IL / DL to the PSF exercise
What is clear from the mapping exercise is that both digital and information literacy underpin
much of the UK professional standards framework. Thus, teachers must be both digitally and
information literate to adhere to these standards. The mapping is presented in a spreadsheet.
References
Martin, A (2005) DigEuLit – a European Framework for Digital Literacy: a Progress Report.
Journal of eLiteracy. (2). Available at: http://www.jelit.org/65/01/JeLit_Paper_31.pdf
Appendix 1: SCONUL 7 Pillars
Further information is available at:
SCONUL (2010) The Seven Pillars of Information Literacy. Available at:
http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html (Accessed 10 January
2011)
Appendix 2: Future Lab model of Digital Literacy
Further information
FutureLab (2010) Digital Literacy across the curriculum. Available at:
http://www2.futurelab.org.uk/resources/publications-reports-articles/handbooks/Handbook1706
Appendix 2: LSE Digital Literacy curriculum
Course title: Digital Literacy: skills for the 21st century
Aims of the course
The course aims to develop the ‘digital literacy skills’ of PhD students and academic staff. It
introduces a range of tools and technologies that help participants to organise, manage and
share resources for teaching and research in the digital age. It helps participants build and
manage their online presence and manage issues such as privacy and security. It also helps
them understand how to build an appropriate web presence using suitable tools.
Learning outcomes
Knowledge
1)
Understanding of a range of web 2.0 tools and technologies and how they can help
manage research and teaching activities
2)
Demonstrate knowledge of a range of issues associated with the use of these
technologies including:
a.
ethical (privacy, copyright, open access) issues
b.
technical issues
Skills
1)
Ability to use a range of web 2.0 tools in your own research or teaching activities
2)
Ability to amend privacy and security settings when using various tools and services
3)
Effective IT skills to use a range of technologies
4)
Ability to write for the web
5)
Ability to reflect and critique new tools and technologies
Attributes
Students should develop and understanding of why web 2.0 tools and technologies are valuable
but also why they might be problematic. They will understand how managing your online
presence can raise your profile as a researcher and support your students.
Outline syllabus
1. Introduction to digital literacy: building an online presence (DL1-8)
2. Mapping your online presence (DL4, DL6)
3. Overview of web 2.0 tools and technologies 1 (DL1, DL6)
4. Overview of web 2.0 tools and technologies 2 (DL1, DL6)
5. Using RSS feeds to keep up to date (DL6)
6. Blogging as a personal tool: introduction (DL7)
7. Blogging as a personal tool: more tips and tricks (DL7)
8. Using social bookmarking to manage resources (DL1, DL3)
9. Using social citation software (DL1, DL3)
10. Using social networking to build communities (DL5)
11. Privacy and security issues related to social networks (DL3, DL8)
12. Writing collaboratively using Wikis and Google docs (DL7)
13. Open access and institutional repositories: LSE Research Online (DL4, DL7)
14. Emerging copyright issues and creative commons (DL3, DL4)
15. Finding images, video and audio for teaching (DL2, DL3, DL4)
16. Finding video and audio: advanced (DL2, DL3, DL4)
17. Writing for the web (DL2, DL7)
18. Understanding the ‘Google generation’ (DL3, DL4)
19. Reviewing your web presence and ‘digital footprint’ (DL4, DL6)
20. Conclusion: web 2.0 - friend or foe? (DL1-8)
What will the purpose of lectures be?
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Provide knowledge about key facts, debates and concepts e.g. web 2.0, open access
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Introduce key tools and technologies
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Provide a framework for hands-on activities