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Similaire à Edubits 2013 - Apresentação de Josie Fraser
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Edubits 2013 - Apresentação de Josie Fraser
- 1. Digital Literacies in Practice: Making Change Happen Josie Fraser ICT Strategy Lead (Children’s Capital), Leicester City Council 6 April 2013
- 3. Leicester!
- 4. Building Schools for the Future • Approximately £340 million capital build programme • 25 secondary school sites - including Secondary Behavioural Support Service, SEN, Hospital school • 20,000 learner places – all building works completed by 2015
- 8. “Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy” European Commission, Directorate General for Education and Culture
- 9. digital literacy = digital tool knowledge + critical thinking + social engagement
- 10. three models of literacy Functional Socio-cultural Transformational Bélisle, C. (2006) “Literacy & the Digital Knowledge Revolution” in Martin & Madigan, 2006: 51-67 Martin & Grudziecki, DigEuLit: Concepts & Tools for Digital Literacy Development (PDF)
- 12. digital literacy framework 2 year Knowledge Exchange Partnership: •Schools & school communities across Leicester City •Lucy Atkins – Digital Literacy Research Associate •Josie Fraser – Leicester City Council •Richard Hall – De Montfort University
- 13. digital literacy survey • What does digital literacy look like in practice? • What are the current strengths and gaps across city schools? • How can we best support staff in developing digital literacy skills and confidence?
- 14. finding, evaluating & organising creating & sharing
- 15. assessment & feedback communication, collaboration & participation
- 16. e-safety & online identity technology supported professional development
- 17. entry core developer pioneer
- 18. developing skills, competences & confidence: • For individuals, departments, schools & city-wide • Supporting innovation & expert practitioners • Building capacity & sharing resource • Equipping staff & learners to engage with & create learning appropriate networks • Raising the baseline across the city
- 19. (very) next steps April 2013: Survey open for all staff March 2013: Framework & survey information released as an Open Educational Resource September 2013: First data analysis report
Notes de l'éditeur
- Digilit Leicester: Supporting teachers, promoting digital literacy, transforming learning
- Digital Literacy is now understood as an essential skill for 21st century citizens, as the effective use of technology is increasingly critical from social, economic, cultural & political perspectives. This is true in terms of the opportunities digital literacy affords individuals, as well as for cities & larger regions. There are many definitions of digital literacy. In one of the earliest (2006), Allan Martin defined Digital Literacy as “… the awareness, attitude & ability of individuals to appropriately use digital tools & facilities to identify, access, manage, integrate, evaluate, analyse & synthesise digital resources, construct new knowledge, create media expressions, & communicate with others in the context of specific life situations, in order to enable constructive social action; & to reflect upon this process.”
- Bélisle, C. (2006) “Literacy & the Digital Knowledge Revolution” in Martin & Madigan, 2006: 51-67). He defines these as Functional – the functional & practical skills required to function within a community; Socio-cultural – as literacy being meaningful only within a social context, & facilitating access to cultural, economic & political structures; & Transformational – that new ways of seeing & thinking about the world become possible as new cognitive & processing tools come into play.
- Supporting critical & confident engagement with technological environments & tools – prioratising the role of networked learning environments - is a practical way that we can recognise & meet the challenges of our changed social l&scape, attend to the issues around inequality & e-safety, & take advantage of the many opportunities for more effective & engaging learning experiences. Promoting engagement in networked learning practices both supports the development of digital literacy, & ensures that people can create & engage in networks that are specific to their personal needs. It also ensures that resource is spent most effectively – equipping people & communities with the practical & critical skills to determine their own developmental networks. Engaging in practice which supports & helps build capacity into organisations is a good thing at the best of times; during times of economic uncertainty it becomes a critical strategy