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Literacy in the Digital University Robin Goodfellow, IET kn.open.ac.uk\Lidu\presentations\TLRG09.doc.

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Presentation on theme: "Literacy in the Digital University Robin Goodfellow, IET kn.open.ac.uk\Lidu\presentations\TLRG09.doc."— Presentation transcript:

1 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Literacy in the Digital University Robin Goodfellow, IET kn.open.ac.uk\Lidu\presentations\TLRG09.doc Some words about Literacy The digital university – a question for researchers The Literacy in the Digital University seminar series Some findings from one of the contributing projects Practices in ‘the Academy’ and ‘the Net’ Digital scholarship in the OU – a literacies approach Summary: Lit meets Tel in the LiDU

2 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ PowerPoint presentation to committee Article for The Times Online Introduction for a speaker at a meeting of a professional body Research bid to a funding body Strategy report for management Course materials Journal article Reviewer’s form for journal article refereeing TMA feedback Email to colleagues Contribution to academic blog PhD student progress form Comment to student forum Adapted from Lea and Stierer (2009) Literacy skills… texts created in communities… What is it? social practices

3 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ What kinds of social practices & how mandated? The digital university What kinds of skills? What kinds of texts & what kinds of community? The ‘Net Generation’/’Digital Natives’ Jones & Ramaneau (2009) Lea & Jones (2009) Open Educational Resources McAndrew et al (2009) Learning 2.0 Seely Brown & Adler (2008) Weller (2009) Digital scholarship Borgman (2007) www.digitalscholarship.com/ The ‘unbundled’ university Katz (2008) Facebooking Tweeting? Bookmarking? Tagging? Youtubing? eBaying? Fan fiction-ing? Second life-ing? Mashing up-ing? Filesharing? Google doc-ing? I-tuning? Gaming? …

4 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ What is the relation of established academic discourses and practices to the emergent ones of informal and practitioner learning in digitalised contexts of Higher Education?

5 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Four ESRC-funded research seminars promoting new research into digital literacy practices in post-school education - October 2009 to March 2011 Four recent research projects: Literacies for Learning in Further Education (Lancaster and Stirling Universities) http://www.lancs.ac.uk/lflfe/ Digital Literacies in Higher Education (Open University) http://digital- literacies.open.ac.uk/home.cfm Learning Literacies for a Digital Age (Glasgow Caledonian) http://www.academy.gcal.ac.uk/llida/ Putting Web 2.0 to work - new pedagogies for new learning spaces' (Universities of Edinburgh and Strathclyde) http://www.education.ed.ac.uk/research/projects/theme2/proj12.html

6 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Digital Literacies in Higher Education http://digital-literacies.open.ac.uk/home.cfm http://digital-literacies.open.ac.uk/home.cfm Ethnographic-style 3 institutions – diverse HE contexts 34 students Data includes: interview transcripts, field notes, web pages (social/ curriculum based), personal development plans, students own work (group and individual), photos

7 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Learners adept at drawing on complex, hybrid, textual genres Learners discriminate between personal and curricular spheres Validation from tutor and/or course guidance drives access and use of resources Evidence from DLiHE Searching/downloading from Google/ Wikipedia/ BBC/Times Accessing/reading/ downloading from commercial & corporate websites Studying CISCO course online Online communication around group work: MSN/ personal email/Facebook Use of college VLE/ university e mail/ library searches/web links Hotmail/Yahoo/Google mail/ E-Bay/Amazon/ iTunes/YouTube CS3 Creative Suite- an Adobe package Google image/ scanning images for assignments Copy assignment onto CD for assessment Analysis of images from the web Creating/ using spread sheets Scanning images from books Group presentation using power point You Sendit file transfer Design of project front page using clip art Use of report templates downloaded from web Blogging Access lecture notes from WebCT/Blackboard Lea & Jones (forthcoming) (Lea 2009) …evidence for the changing nature and status of different forms of textual knowledge in higher education – but institutionally-mandated Importance of Reading

8 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Be familiar with concepts and analytical approaches, understand rationales, recognise the value of methods, be able to critically evaluate approaches (Archeology) Demonstrate logic, argument, objectivity, relevance, structure, evidence (Tourism) Understand the critical nature of ethical issues, demonstrate clarity, logic flow and scholarship (Management) Methodologically investigate (graphic design) Assessed tasks as written genres written examination question, assessed essay, learning log, written summary, written reflection, introduction, critical appraisal, evaluation, written argument

9 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ ‘transformative’ new digital communication practices Institutional mandating of ‘new’ digital knowledge production practices Persistence of ‘conventional’ academic values & practices Literacy in the emerging digital university

10 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ From Calhoun, C. (2006) The University and the Public Good. Thesis Eleven, 84, 7: 7-43 Higher Education has an investment in authoritative knowledge … otherwise it has nothing to share Knowledge can be both authoritative and democratic.. Habermas’ notion of the public sphere: characterised by the kind of communication that underpins reasoned collective choice by informed citizens Knowledge informs both expert instrumental use and public debate Public communication amongst scientists and scholars is vital to their capacity to offer public benefits The social practices of… the “net” Design, use value Currency, the eternal 'now' of online information Connectivity: who I know, who uses knowledge Sharing without boundaries, across ephemeral and unregulated networks Proliferation, viral effects Discussion, comment Multi-disciplinarity as resource Profile 'just in time' knowledge & how-how Multiple media; bricolage Adapted from Academic Values and Web cultures: points of rupture Helen Beetham LiDU Seminar 1 October 16 th 2009 http://kn.open.ac.uk/LiDU/Seminar1/Beetham_text.doc the “academy” Philosophy, truth value (Disciplinary) traditions of what kinds of knowledge are valued and why Method: How I come to know Sharing within scholarly communities, according to established roles and rules Publishing, peer review Dialogue, disputation, debate Discipline/profession as commitment Qualification Subject knowledge and know-how Text-based communication; argument & critique

11 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Digital scholarship themes: Open processes of publishing and reviewing Digital tools for research and teaching Reward for reputations built online A critique of digital scholarship as literacy: What kinds of texts are produced digitally in processes of scholarly activity? Which communities are validating these texts as scholarship? How are ‘critique’ and ‘argument’ manifested in textual practices which are validated as digital scholarship?

12 http://Lidu.open.ac.uk http://literacyinthedigitaluniversity.blogspot.com/ Summary: Lit meets TEL at LiDU! http://literacyinthedigitaluniversity.blogspot.com/ Next seminars: March 1 st 2010 Glasgow Caledonian University October 14 th & 15 th 2010 Open University


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