Digital Literacy Workgroup
of the
Minnesota Learning Commons
Mary Ann Van Cura, Workgroup Chair
State Library Services,
Minnesota Department of Education
TIES Conference 2012, Minneapolis, MN
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Anecdotes
• Faculty and staff reported need to provide support in
basic computer skills for reentry students and others
who had not used computers before; some reported
higher drop out from online courses by those with less
experience.
• Libraries across the state reported high demand for
computers and Internet access; for personal assistance
with using computers, software and the Internet - for
filing financial aid and college application forms, for
completing homework assignments, and for online
course access and proctoring
• Some staff and decision-makers perceived no problem
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Studies
• In local study, many college students arrived
with skills to text and surf the Internet, but
lacked skill in how to use email, save and find
files, search online databases, evaluate source
--Source: Karen LaPlant, Business Faculty,
Hennepin Technical College (MN)
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Minnesota Learning Commons (MnLC)
• What it is:
– An online Gateway that promotes and advocates online learning
opportunities for Minnesotans
– Repository of learning objects
– Resource sharing effort
– Online support Center
– A venue for collaboration across public sector education
institutions
• Site: http://mnlearningcommons.org
• Partners:
– Minnesota Department of Education (MDE)
– University of Minnesota
– Minnesota State Colleges and Universities (MnSCU)
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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MnLC Context
• Existing MnLC resources generally assume access to
the Internet and basic technology skills.
• There are access and skill needs for many Minnesotans.
How can we make it easy for learners to find resources
that prepare them for learning online? How can we
make it easy for educators to refer learners to
resources or to teach basic skills to learners?
• MnLC Joint Powers Agreement, May 2009, p.1:
“Objective D. To jointly develop … content and services that
assist students and educators to be successful in online
learning, ….”
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Digital Literacy Workgroup Charge
• “Define digital literacy in the context of the
mission of the Minnesota Learning Commons
(MnLC), and devise a plan for MnLC content
that promotes development of the digital
literacy skills required to participate effectively
in online learning.”
• Project Site (In progress):
http://www.digitalliteracy.project.mnscu.edu/
• Cross-sector roster
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Digital Literacy Definition
• In process
• See definition of ALA task force
• Continuum of Skills in Using Information and
Communication Technologies (ICT): from how
to move a mouse, use hardware and software,
to how to stay safe and evaluate sources
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Digital Inclusion Definition
• “Digital Inclusion is the ability of individuals and
groups to access and use information and
communication technologies. Digital inclusion
encompasses not only access to the Internet but
also the availability of hardware and software;
relevant content and services; and training for the
digital literacy skills required for effective use of
information and communication technologies.”
-- Institute of Museum and Library Services, University of Washington, International City/ County
Management Association. (2012 January). Building Digital Communities: A framework for action,
p1. http://www.imls.gov/assets/1/AssetManager/BuildingDigitalCommunities_Framework.pdf
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Figure 2. Access, adoption, and application
principles of digital inclusion
Access
Adoption
Application
--Institute of Museum and Library Services, University of Washington, International City/ County
Management Association. (2012 January). Building Digital Communities: A framework for action,
p10. http://www.imls.gov/assets/1/AssetManager/BuildingDigitalCommunities_Framework.pdf
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Potential MnLC Content Areas
• Digital Literacy (DL) Definition
• Context - Data:
– Digital Divide Statistics: Gaps in Access & Use
– Anecdotes
– Case Studies, Research
•
•
•
•
DL Standards (Competencies, Benchmarks)
DL Assessment Tools
DL Curriculum and Training Resources
Resources for Internet/Device/Software Access (free, low-cost) –
Public, Home
• Resources for Training in Basic Skills (free, low-cost) - Local, Online
• Opportunities, Recommendations, Best Practices
• What else?
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Data Overview
• National, regional, and state studies show
– Increasing usage of the Internet – home, work, mobile
– Increasing ownership of devices – home, mobile
– Continuing gaps in personal and/or home access to
devices and broadband Internet based on
•
•
•
•
•
Income
Education level
Disability
Race/ethnicity
Age
• Studies on Digital Literacy Skill Level?
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Data - Home Broadband –
U.S. Census/NTIA (2010)
• 68.2% of U.S households have home broadband
• Income [income is a high predictor of access and lack of access]
–
–
–
–
–
–
89% with household income $75000+ Have
73% with household income $50-75000 Have
64% with household income $35-50000 Have
51% with household income $25-35000 Have
43% with household income $15-25000 Have
32% with household income <$15000 Have
• Other Notable Gaps
–
–
–
–
–
–
38% of Americans with Disabilities Have
30% with less than high school diploma Have
54% with high school diploma Have
45-50% of Hispanic, American Indian, Black Have
61% age 5-17 Have
50% age 55+ Have
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Data – Home Internet/Computer –
Connected Nation (2011)
In a residential study of 10 states, including Minnesota………..
“• Only 37% of low-income minority households with children have broadband at
home, and only 46% of all low-income households with children have broadband at
home
• We estimate that 17 million children do not have broadband at home – and that 7.6
million of these children live in low-income households. The disproportionate
adoption gap has serious implications for technology education policy
• 40% of low-income households do not own a computer (compared to only 9% of all
others)
• For low-income households, the cost of access and computer ownership is by far
the most-cited reason why they do not adopt broadband “
Source: The Adoption Gap in Low-Income Households with Children: 2011 Residential Survey
Preliminary Findings (Connected Nation) [scope: survey of 10 states, including Minnesota]
http://www.connectednation.org/sites/default/files/connected-nation/connectednationlowincome2011surveyfindingsfinal.pdf
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Data – Everyone has a smart phone?
• Smart Phones:
– 48% of Americans have smart phones (Pew,
9/2012)
– 55% of college students (EDUCAUSE, 2012?)
• Even when someone has a smart phone, this
policy question remains: When is a smart
phone enough for K20 education, job-seeking,
and government access efforts and when is it
not?
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Data - Equity of Access – iNACOL 2007
…contrary to what many believe, all students don’t
have home computers with Internet connections.
...
Public schools that operate educational programs
available only through students’ own computers are
not truly accessible.
Source: North American Council for Online Learning. Access and
Equity in Online Classes and Virtual Schools. November 2007.
http:/www.inacol.org/resources/docs/NACOL_EquityAccess.pdf
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Data - Equity of Access –
Connected Nation, 2011
• We estimate that 17 million children do not
have broadband at home – and that 7.6
million of these children live in low-income
households. The disproportionate adoption
gap has serious implications for technology
education policy
Source: Connected Nation. The Adoption Gap in Low-Income Households with Children: 2011 Residential
Survey Preliminary Findings, September 2011 [survey of 10 states, including Minnesota]
http://www.connectednation.org/sites/default/files/connected-nation/connectednationlowincome2011surveyfindingsfinal.pdf
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Is Online Learning Right for You?
• The University of Minnesota provides an example
of the types of skills needed to participate
effectively in online learning
• Is Online Learning Right for You?
http://digitalcampus.umn.edu/onlinelearning/online-learning-assessment.html
• Do you follow a similar approach?
• What are the impacts for students, campuses,
and community-based institutions like libraries?
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Questions
• What are the implications for online learning
when a third to two-thirds of Americans do not
have a device or Internet access?
• Equity of access is a policy consideration for
public institutions – What approaches is your
organization taking to address equity of access?
• Where are the roles and the responsibilities for
skill development? What is the role of K12?
Higher education? Libraries, Adult Education,
Workforce Centers, and other Community-Based
Organizations? What will we expect of each?
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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What are your ideas?
• Internet access and skills are no longer
optional as information and resources move
online for the activities of daily living –
education, business, entertainment, finance,
government, health
• What information can we share via the
Minnesota Learning Commons to support
educators and learners? Contact us!
• http://www.digitalliteracy.project.mnscu.edu/
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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Resources - Internet Statistics
• National:
– NTIA/U.S. Census (home access) – most detailed
– Pew Internet (use anywhere) – most frequently updated;
lacks detail on low income, disabilities
• Multistate:
– Connected Nation (home access, broadband speeds)
• State:
– Minnesota Internet Study 2012, Center for Rural Policy &
Development (St. Peter, MN) (compares metro area and
Greater MN)
• Local:
– Minneapolis Community Technology Survey
Prepared by maryann.vancura@state.mn.us, Minnesota Department of Education, for the TIES Conference, December 2012
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