Developing the digital literacies of academic staff: an institutional approach

Abstract

Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF) aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work: Learning and teaching Research Communication and collaboration AdministrationFor each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1) formal professional development schemes and (2) the use of a 'School-based' approach. It examines the successes and challenges of the University of Brighton's scheme and makes some suggestions for subsequent steps including taking a course-level approach.

On the issues of digital competence in educational contexts – a review of literature

“…On that matter, Somekh put forth that 'organisational structures of schooling often make it impossible for ICT tools to be explored and appropriated pedagogically' and further that educational systems 'can be understood as outdated infrastructures resisting inevitable change ' (p. 450). Also other researchers come to similar conclusions when promoting structural and cultural change to provide sustainable and system-wide support for development of digital competences (Newland and Handley 2016;Vanderlinde and van Braak 2010).…”

“…For example, how policies related to digital competence can be developed and initiated as a part of already established school-and education-wide strategies of technology implementation or educational change. In their study elaborating on policy development related to larger educational strategies, Newland and Handley (2016) stated that the development and implementation of policies on digital competence went straightforward since 'they clearly aligned with the University's strategic commitment to digital transformation, drew on teams from across the University and (therefore) had the backing of senior management through the committee process' (p. 9).…”

“…The first inductive sub-theme from the analysis relates to school organizations and their ability to provide supportive infrastructures (Newland and Handley 2016;Somekh 2008;Vanderlinde and van Braak 2010). Somekh (2008) argued that such infrastructures are crucial for developing the pedagogical use of digital technologies in school.…”

“…The second sub-theme acknowledges the importance of digital competence being firmly anchored in policies on multiple levels of the educational system to enable for educational change (Dexter 2008;Newland and Handley 2016;Wastiau et al 2013). For example, Dexter (2008) placed focus on the significance of polices to be formulated on regional or municipal level.…”

Developing Digital Skills and Literacies in UK Higher Education: Recent developments and a case study of the Digital Literacies Framework at the University of Brighton, UK

“…Following extensive consultation and piloting this developed into a framework consisting of 38 literacies divided into four categories: Learning and Teaching, Research, Communication and Collaboration, and Administration. The development of the DLF, including the institutional policy environment and management are described in Newland and Handley (2016).…”