Home - Digital Fluency - Guides at Rasmussen College
The Difference Between Digital Literacy and Digital Fluency Literacy and fluency have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us. This applies to our ability to use a hammer, nails and wood to build the house that we intend to build: ..and it applies to our ability to use digital technologies to have the intended positive effect on people and situations: Note that a literate person is perfectly capable of using the tools. Briggs, C. & Makice, K. (2012).
Developing digital literacies
Overview Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We’re working with colleges and universities to embed core digital skills into the curriculum. Developing Digital Literacies programme JISC has funded a £1.5 million Developing Digital Literacies programme 1which runs from July 2011 to July 2013, with benefits realisation activities continuing until the end of December 2013. Further information about the funded projects is available from the programme page 5and the programme blog6. Overview of JISC Digital Literacies activities
20 ways of thinking about digital literacy in higher education | Higher Education Network
Josie Fraser, social and educational technologist, Leicester City Council First define what you mean by digital literacy: The definition I most frequently use is this one: digital literacy = digital tool knowledge + critical thinking + social engagement. Then it's worth knowing its main characteristics: • It supports and helps develop traditional literacies• It's a life-long practice• It's about skills, competencies and critical reflection on how these skills and competencies are applied• It's about social engagement Top tips for developing the digital literacy of non-traditional students: Begin by exploring the ways in which the group are already using mobile and web based technologies. Many of them will already be engaging with tech for personal use, for example Skyping relatives, keeping in touch on Facebook or using mobile phones. Literacy is not static: I like Bélisle's three models of literacy: functional, socio-cultural and transformational. Since you’re here…
Personal - Professional - Organisational: three basic online identities
There are three main ways we can characterise most peoples online internet and mobile activity and presence. Let me state up front that these distinctions are purposely blunt, but do act as effective and critical distinctions, especially when talking to people about how and why they can manage their online identities. They're also very indiscreet, leaky categories, although it is of course possible to find examples of people who's online identity is confined to or dominated by a single category. Why are these differences important? Because they provide us with the building blocks to talk about and actively reflect on our online activity. How we represent ourselves, and how we are viewed online, is increasingly a part of daily social and economic life. The three main categories I use then are personal, professional, and organisational.
Digital fluency vs. digital literacy
How do we in higher education help students prepare for the future by becoming not only problem solvers but also problem creators? The 2017 report The Next Era of Human/Machine Partnerships states that 85 percent of the jobs that will be available in 2030 haven't even been invented yet.1 These types of predictive hypotheses often cause me to do a reality check. As I took time to reflect on the fact that 2030 is (incredibly) only 12 years away, I tried to think about the jobs that had not been invented 12 to 15 years ago. Did any child in 2003 say they wanted to be an offshore wind engineer, a drone operator, a data scientist, or a Lyft driver? These jobs are all new in the last 15 years. One way to provide students with a breadth and depth of skills to become big, bold problem inventors is by offering a diverse set of opportunities to master digital fluency. Jennifer Sparrow: Creating Problems to Drive Solutions How is digital fluency different from digital literacy? Note
Digital Literacy @ University of Worcester
Enhancing the digital experience for skills learners
“Our vision is of a thriving economy made up of businesses able to compete internationally and respond to rapid technological change. There will be many more people with registered technician status, recognised as having the skills, knowledge and behaviours necessary for skilled employment in their chosen field, as well as the transferable skills that are needed in any job such as good literacy and numeracy, and digital skills.”The post-16 skills plan (July 2016) published by the Department for Business Innovation and Skills and the Department for Education In July 2015 we commissioned research to explore the digital experiences of learners in the skills sector and to consult them on their needs and expectations. Although the findings have much in common with earlier studies in phase one: higher education (HE) and phase two: further education (FE) we also identified some key challenges specific to the skills sector. Key challenges Five key themes
The rise of e-reading
Released: April 4, 2012 By Lee Rainie, Kathryn Zickuhr, Kristen Purcell, Mary Madden and Joanna Brenner One-fifth of American adults (21%) report that they have read an e-book in the past year, and this number increased following a gift-giving season that saw a spike in the ownership of both tablet computers and e-book reading devices such as the original Kindles and Nooks. In mid-December 2011, 17% of American adults had reported they read an e-book in the previous year; by February, 2012, the share increased to 21%. The rise of e-books in American culture is part of a larger story about a shift from printed to digital material. Using a broader definition of e-content in a survey ending in December 2011, some 43% of Americans age 16 and older say they have either read an e-book in the past year or have read other long-form content such as magazines, journals, and news articles in digital format on an e-book reader, tablet computer, regular computer, or cell phone. Key findings: Prev Next
