Mapping digital literacy provision

Mapping Digital Literacy

Provision

David Brown

Mapping Digital Literacy

Provision

Restructuring

Digital literacy at York

Strategy development and framework

Working with Health Sciences

Consultation

Deliverables and outcomes

Lessons learned

Information Directorate

Library & IT Services merged in 2011 creating a new Relationship Management Team integrating Academic Liaison and the Application Support Team.

Team restructured in January 2014: Academic Liaison, Research Support , and Teaching & Learning.

Information and ICT Literary at York

The embedded information literacy workshops had developed organically with academic liaison librarians working independently to design lessons -- time to take a more structured approach to ensure consistency in the provision across departments and work collaboratively to address IT skills.

We wanted to adopt a framework to clearly express the kinds of skills support our support departments were able to offer to academic departments.

Digital Literacy

Increasingly important across the HE sector, linked to employability strategies and life long learning.

Development of curricula and frameworks to illustrate digital literacy skills,

practices and attributes.

Skills Development and Provision in HE

Careers Library IT Services

Writing CentreMaths Skills

Centre

E-learning Development

Team

York Digital Literacy framework

The Framework articulates the attributes, practices, skills and understandings of a digitally literate person. Providing an overview of some of the capabilities linked to ICT, media and information usage and creation. The Framework is based on Beetham & Sharpe’s (2010) digital literacy development model.

Digital literacy skills and understandings

The skills and understandings categories are grouped thematically and linked to some of the core activities associated with information and digital literacy.

Find Manage

Create Share

Find

Construct Effective search strategies to

find information Skill

s Un

de

rstand

ings

• That revising and adapting search strategies, based upon the capabilities of the search platform, content and results retrieved, is crucial to effective searching

• That there are a range of search techniques• How using different search strategies will

impact on the results found

Working with Health Sciences

We chose to work with the Health Sciences department due to our strong pre-existing relationship, which includes a wide range of embedded teaching activities and student support.

The department is also undertaking work on programme level design and to map graduate attributes across its programmes.

Demographics

The Health Sciences department includes more than 1,300 students, the vast majority of which are UG students.

Students follow a number of different pathways and are often working part-time alongside their studies.

Aims of the Digital Literacy

Review

• To map the current provision of digital skills in Health Sciences

• To understand students’ strengths and weaknesses in digital literacy

• To develop a range of bespoke materials to support students’ skills development

Audit

Analysis of module content across the whole of the BSc Nursing degree. Mapping digital skills to learning outcomes and assessments.

Review of the current information literacy workshop content and support materials.

Supporting the development of digital capabilities

linked to assessment

Mapping the assessment of digital literacy capabilities

across the BSc Nursing programme

Opportunities for developing digital capabilities

Consultation

We gathered a range of feedback from students and staff in the department.

Staff were consulted at various departmental committees and were asked to comment on our proposals.

Students were asked to complete a bespoke feedback form in classes and online, which asked them to identify areas in which they would like additional skills support.

The Library literate nursing student

What skills do you need?

Results of the consultation

Students and staff identified a number of key areas in which more support was needed.

Managing information sources

Critical appraisal and evaluation

Antonyms and developing a counter

argument

Digital literacy and academic skills

Deliverables

Training the trainer to enable cascade training for digital skills enabled some of the responsibility to be passed back to the academics.

Development of online materials meant that face to face encounters could be more worthwhile and meaningful.

Collaborative Digital Skills Provision

As a result of the review we plan to introduce a collaborative digital skills blended learning programme. Experts from the department, library, IT and academic support will all contribute to the development and delivery of the programme.

Next Steps

Digital literacy reviews planned with Archaeology and Environment, to map provision across the curriculum and to further develop embedded digital literacy provision.

Working on the development of generic online and face to face digital literacy workshops.

University Learning and Teaching Strategy 2015-2020

New strategy with a teaching and learning strand: research led teaching, with a focus on programme level design and student work; resulting in a planned review of programmes across all departments.

Any

Questions?

Thank you for listening

Library websitewww.york.ac.uk/library

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Photographs of University of York Library buildings, staff and students by John Houlihanwww.johnhoulihan.com