Joint Information Systems Committee 29/06/09 | | Slide 1

Learning Literacies in a Digital Age (LLiDA)Findings + 'Learners of the Future'

Helen BeethamLou McGillAllison Littlejohn

Small-scale JISC studyFinal report May 09

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 2

Three-pronged approach

1. Review available evidence

(a)Current research into literacies

(b)Conceptual and competency frameworks relevant to UK HE and FE

(c)The changing context and requirements for learning and literacy

2. Investigate current provision in UK HE and FE institutions

a) Institutional audits

b) Best practice exemplars

3. Present conclusions

a) Expert advisory group (institutional auditors, stakeholders)

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 3

Context: the 'post digital' vs the barely literate

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 4

Likely futures: educating graduates for...

economic uncertainty high competition for employment in the global knowledge economy increased alternative, contract-based and self-employment the rise of inter-disciplinarity and multi-disciplinary work teams a networked society and communities multi-cultural working and living environments; internationalisation blurring boundaries of real / virtual, public / private, work / leisure increasingly ubiquitous and embedded digital technologies increasing ubiquity, availability and reusability of digital knowledge distribution of cognitive work into (human + non-human) networks

of expertise rapid social and techno-social change

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 5

as knowledge is increasingly accepted as being multi-modal, always

potentially at least capable of digital capture and sharing, then the

significance of 'the digital' as an environment for learning and working

may recede

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 6

Present challenges facing learners

Learners over-estimate their information skills

Many lack general academic critical and inquiry skills

Most learners still strongly led by tutor / course practices

Most learners use only basic functionality, unwilling to explore or creatively appropriate technologies

Separate 'skills' support poorly engaged with, demotivating

Problems transferring skills from personal or social contexts to study or work

Potential clash of academic/internet knowledge cultures

Negative experiences of ICT in school

Joint Information Systems Committee 29/06/09 | | Slide 7

Findings: competence frameworks

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 8

academic and prof literacies

Competence frameworks

information and media literacies

ICT literacies

slow change, cultural and institutional inhibitors

rapid change, economic and techno-social

drivers

critical thinkingproblem solvingreflectionacademic writingnote-takingconcept mappingtime managementanalysis, synthesisevaluationcreativity, innovationself-directed learningcollaborative learning

searching and retrievinganalysing, interpreting critiquingevaluatingmanaging resourcesnavigating info spacescontent creationediting, repurposingenriching resourcesreferencingsharing content

ICT skillsweb skillssocial networkingusing CMCusing TELEusing digital devicesword processingusing databasesanalysis toolsassistive techpersonalisation…

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 9

academic and prof literacies

Competence frameworks

information and media literacies

ICT literacies

How knowledge and expertise are communicated

How knowledge and expertise are applied in authentic tasksHow individuals appropriate

knowledge and expertise

Joint Information Systems Committee 29/06/09 | | Slide 10

Findings: current provision

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 11

Current provision: strategies

Reviewed 60 strategic documents from 16 participating insts

Only 2/60 address 'digital literacies' primarily

Information strategies most clearly focused on learner capabilities (influence of SCONUL 7 pillars model)

Employability widely referenced as a concept but poorly defined, rarely linked to specific interventions

Responsibility for' developing literacies split between academic staff and central services

Students rarely addressed as responsible actors

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 12

Current provision: services

Support in silos: library, learning development, ICT, WP...

Information literacy well supported but:

media literacy, e.g. critical reading and creative production

communicating and sharing ideas

use of innovative environments to explore ideas

Central service provision personal and developmental but rarely reaches learners engaged in authentic tasks

Little support for learners' personal use of ICT for study

'Employability' poorly articulated: careers staff hard to reach

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 13

Current provision: curriculum

provision tends to be one-off and cohort-based

staff perceive students as more digitally capable than they are

tutor skills critical to learners' development

feedback and assessment rarely used as opportunities

huge diversity in competences considered in design, validation

Three modes of integrating literacies:

– Institution-wide programme, usually portfolio-based

– Skills modules or sessions alongside 'subject' teaching

– Fully integrated into modules / programmes of study

Most examples from vocational and professional courses... (but)

… deeply embedded examples perhaps not visible to our study

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 14

Current provision: peer support

Social software widely used for informal sharing and more organised peer support

Study buddy and student mentor initiatives rarely address digital literacies directly, but have scope to do so

Student help-desks commonly support learners' use of digital devices and networks

Much peer support takes place under the academic radar (but)

Academic staff attitudes and central service initiatives send important messages about what is appropriate

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 15

Recommendations

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 16

Recommendations (1) further research

How learners differ wrt technology use, impact on their learning experience

How learners develop technology-enabled strategies of learning and study

Themes: digital knowledge practice, personalisation, assessment, peer support, attitudes to risk

Institutional case studies – models and outcomes

Course level practices – impact of tutor skills and attitudes, integrated vs modular approach

Relating digital research and teaching (scholarship?)

...

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 17

Recommendations (2): what do we wish for?

Learning, living and working are understood to take place in a digital society: there is no separate space of learning which is 'digital'

Learners are blending their own personal and shared learning environments

There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse needs and preferences for study

Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners

The focus is on what formal post-compulsory education can uniquely provide:

– e.g. self-direction, self-awareness, depth of attention, a critical stance, apprenticeship in professional and academic practice, creativity and innovation, social entrepreneurialism...

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 18

From To

We know, we teach you Learners' digital skills being recognised, rewarded and used as a resource for the learning community

Established methods, based in disciplines

Emerging and mixed methods, interdisciplinary problem spaces

Induction and one-off training model of literacy support

Ongoing review, progression and just-in-time support

Students become 'qualified' in specific kinds of academic knowledge practice

Students need to strategically manage a range of knowledge practices, for different contexts

Technologies are introduced according to the requirements of the curriculum

(Yes, and) the curriculum is continually modified by the impacts of technology in the environment

Disaggregated services, deployed at particular points in the learning cycle (library, ICT, study skills, careers)

Integrated support for students' learning development and different learning pathways

Stable job market, 'employability' has clear features, particularly in specific vocations and professions

Unstable job market: adaptability, resilience, multi-tasking, capacity to exercise judgement and management of multiple roles to the fore

Students typically on two-year (FE) or three-year (HE) programmes of study: ongoing relationship with institution

Students engaged in multiple forms of learning, often while employed and/or attending several institutions: relationships more flexible, short-term and contractual in nature

Modular assessment: focus on achievement within clearly defined curriculum goals

Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 19

'Learners of the future'

Define 3 key capabilities that 'learners of the future' will need

Express in these terms: a capable learner will be able to...

– They may not be 'digital' capabilities but think about how they would be expressed in a digital age

What kind of interventions might support development of these capabilities?

– Interventions may be focused on the curriculum, or on individual learners

How could we evaluate their impact and benefits?

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 20

Institutions will need to: Reassess the capacities that are taught for, supported and assessed:

– Digital participation, production and enquiry

– Multiple modes of knowing, multiple media, multiple communities

– Self-management of learning, career and reputation

– Creativity, innovation and agility

Reassess how these capacities are supported– Peer learning, informal learning, 360 degree support and review

– Authentic contexts for practice, including digitally-mediated contexts

– Individual scaffolding and support

– Making explicit community practices of knowledge and meaning-making

– Anticipating and helping learners manage conflict between practice contexts

– Recognising and helping learners integrate practices

– Interdisciplinarity? Cross-contextual learning? Learner-generated contexts?

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 21

Institutions will need to: Reassess and reassert how these capacities are valued

– Transparency over processes and values

– Recognition and reward (staff and student, cultural and financial)

– Digital scholarship needs to saturate learning and teaching practice

– Digital talent needs to be recognised and nurtured

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 22

Current provision: challenges for institutions

Work across curriculum / services boundaries to integrate provision

Respond to the need for new kinds of capability: recognise and represent graduate capabilities in new ways

Articulate vision for '21st century graduate skills' and embed ambition for students to thrive in C21st across the curriculum

Prepare themselves and their students for an uncertain future

Develop institution-wide approach to assessing and progressing learners' capabilities

Foster digital talent and innovation, wherever found (staff/students)

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 23

http://www.academy.gcal.ac.uk/llida/

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 24

literacies

access

skills

strategies

attributes

relatively stable aspects of the person

changeable and context-related aspects of the person

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 25

literacy as common entitlement

a foundational knowledge or capability, such as reading, writing or numeracy, on which more specific skills depend

a cultural entitlement – a practice without which a learner is impoverished in relation to culturally valued knowledge

access

skills

strategies

attributes

entitlementequality of

access

Ensuring all learners have functional access to core technologies, services and devices; developing core literacies; building capacity to learn across the lifecourse.

Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 26

literacies as difference

communication – expressing how an individual relates to culturally significant communications in a variety of media

the need for practice – acquired through continued development and refinement in different contexts, rather than once-and-for-all mastery

a socially and culturally situated practice – often highly dependent on the context in which it is carried out

self-transformation - literacies (and their lack) have a lifelong, lifewide impact

an ongoing process which is never completedaccess

skills

strategies

attributesenhancementexpression of

difference

Enabling learners to access and integrate own technologies, services, and learning communities; supporting the development of socio-technical practices; supporting achievement of personal goals and learning journeys.