Juliet and Tony conducted a "thought experiment" on how different kinds of categories might work in practice as a way for staff to analyse DL in their curricula
At this meeting Juliet shared the progress of her review of existing literature around digital literacy, information literacy, new literacies and critical literacy. Critical literacy seemed to provide a promising standpoint from which to tackle the development of a concrete DL curriculum (or a concrete DL layer for other curricula)
Juliet and Tony met to reconsider how strong a foundation the SCONUL digital lens would be from which to build a digital literacy framework for curriculum development. We recognised that it was directed specifically towards information literacy and made logical sense when viewed from that angle, but it seemed to leave quite a lot of the digital literacy landscape uncovered, leaving several areas (most notably around creation and identity/belonging) to be developed. It was at this meeting that our notes showed what would become the "Persona" aspect coming out as an area of importance in its own right. This meeting also confirmed our feeling that critical literacy models would provide a surer base.
After further work reviewing research around critical literacy, Juliet identified a model for critical literacy development that was developed for use in teaching and had been adopted in both Australia and Canada (State Board of Ontario). This was the "Four Resources" model developed by Freebody and Luke. We began analysing how good a fit this would provide for digital literacy curriculum development.
This full-day session allowed us to really tackle the Four Resources model from a range of angles, to see where it might show signs of weakness and to find a way to use it to encapsulate how a digital literacy curriculum could be constituted.
In this session of work, we formally brought "Persona" into the model, as it had become apparent that issues around reputation management, participation and identity were not satisfactorily addressed by the existing four resources.
With the Ulster CAMEL meeting looming, we focused our efforts on how the now five resources could be utilised in a Viewpoints workshop. We therefore considered and developed a range of suggested activities that might happen within a course to enhance students' digital literacies in line with the five resources model. We also expanded the "Persona" resource, testing whether we had defined it fully enough and robustly enough.
The benefits realisation CAMEL focused on staff development at this meeting; Juliet presented the work to date and we gathered feedback and ideas from the discussion that followed.
Following feedback received from CAMEL partners at the Ulster meeting, we reconsidered what outputs this stream of the project could and should provide. In particular we noted the consensus that the five resources model was difficult to translate directly into a 2-hour Viewpoints workshop. We also felt that there was a need for a workshop exploring and expanding awareness of the scope of "Digital Literacies".
As part of our post-Ulster review, and in order to develop something out of the five resources that would mesh more easily with a Viewpoints workshop, we began to consider what principles might underlie the effective enhancement of digital literacies (looking to the REAP principles as an example).
We used this session to focus on the development of a workshop exploring the scope of digital literacies, which would be aimed primarily at academic staff.
We used this session to further develop the workshop plan. By the end of the session, the plan was sufficiently well-developed to begin trialling it and the workshop resources were at a stage where they were ready for manufacture.
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