Digital Technology Introduction Pertemuan-1 Dosen :Kundang

Digital Technology Introduction Pertemuan-1 Dosen :Kundang K Juman Prodi Teknik Informatika , Fakultas Imu Komputer

Introduction to digital literacy Dr Jane Secker Copyright and Digital Literacy Advisor, LSE Chair: CILIP Information Literacy Group

What is digital literacy and how does it relate to other literacies? Explore models and frameworks of Digital Literacy Is digital different? Strategies for embedding digital literacy in your institution Digital Literacy in practice: case studies Overview of session

“the ‘savvyness’ that allows young people to participate meaningfully and safely as digital technology becomes ever more pervasive in society.” (Future Learn) “Digital and information literacies are the skills, knowledge and understanding that underpin our ability to learn, undertake research and to teach in a digital age. It is vital that LSE students and staff develop critical, creative, discerning and safe practises when engaging with information in the academic environment.” (LSE definition) Defining digital literacy

“By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society; for example, the skills to use digital tools to undertake academic research, writing and critical thinking: as per personal development planning: and as a way of showcasing achievements.” (JISC Definition) Defining digital literacy

In the UK, there is a strong government focus Task Force on Digital Skills Digital Skills for Tomorrow’s World (July 2014) House of Lords Report on Digital Skills (June 2015) Focus on digital literacy in schools coding Identified by Quality Assurance Agency (QAA) as a focus for the 201 5-16 reviews of universities Digital literacy in the UK

Is digital different?

Technology: a red herring? http://www.public-domain-image.com

Digital literacy leads to taking a stance on whether technology is neutral or socially constructed Technology is an area that causes anxiety amongst some discipline teachers If taught outside the curriculum, digital literacy is disconnected /disassociated with the context or discipline and students don’t transfer what they learn Technology matters

The myth of the digital native Photo by Flickingerbrad licensed under Creative Commons Photo by starmanseries licensed under Creative Commons

FutureLab Model of Digital Literacy

Beetham and Sharpe’s model of digital literacy

Jisc Digital Capability Model (2015)

Doug Belshaw’s Model of Digital Literacy

A New Curriculum for Information Literacy

Your guiding principles Image: ‘Path path path’ by Hockadilly, CC BY-NC 2.0

Many overlaps with information and academic literacies The focus should be on cognitive abilities & practices Digital literacy is not a generic skill it is contextual Digital literacy is not (simply) functional skills or coding. It covers: Critical use of technology – maybe no technology Discernment and skepticism about online information Consider ethics and respect for the work of others Focus on using tools to communicate, creativity & collaboration Online identity, safety and wellbeing Digital literacy: in summary

Before you plan any digital literacy initiatives first establish: What are your aims and overall vision? What are your drivers and motivations? How do you define digital literacy Which model of framework will you use? Who are the stakeholders? What are they currently doing? How will you measure success and impact? Audits and reviews

1. 2. 3. 4. 5. 6. Select or develop a framework Identify your stakeholders Decide on a methodology: Survey? Interviews? Workshop? Map your current activity to a framework Look for examples of good practice, gaps & overlaps Identify opportunities to collaborate and enhance provision Find out more from Using ANCIL in your institution: https://newcurriculum.wordpress.com/using-ancil/ How to audit?

Careers Language Centre Teaching & Learning Centre Language Centre LSE100 Departments Library Teaching & Learning Centre Departments Language Centre Library Departments LSE100 Language Centre Teaching & Learning Centre Careers Departments LSE100 Teaching & Learning Centre Departments Language Centre Library Centre for Learning Technology Library Library Library

Top down: Developing a strategy Top down: Engaging senior managers Top down: Getting institutional buy-in from all departments Bottom up: working with students / students’ union Bottom up: working with one or two departments Bottom up: champions / change agents network Alternative approaches

Key focus of Jisc Change Agents Network Building student engagement Working with students as partners Understanding actual needs Empowering students Students sharing experiences with peers and beyond their institution But consider how much support, guidance and structure they need Student partnerships

http://blogs.lse.ac.uk/lsesadl Digital Literacies in practice: LSE Student Ambassadors for Digital Literacy

SADL aims: To understand students’ existing digital and information literacy (DIL) skills. To explore how best to support students to improve their DIL skills and provide peer support. Collaborative: Library, Learning Technology, Teaching and Learning, Student Union

Open to 50 LSE undergraduates to act as ‘ambassadors’ Interactive, collaborative, discursive workshops Develop their digital literacy in four key areas Finding and evaluating information Reading and academic practices Managing and sharing information Managing your online identity Expected to provide peer support The role of Senior Ambassadors The SADL approach

How do you keep up to date, manage your information? Workshop 3: Managing and sharing information

Digital Footprint: why does it matter? Workshop 4: Managing your digital identity

Students say the digital literacy curriculum supports their studies, is useful personally and for their future careers The experience is valued for non-tech skills (communication, group working) The benefit to staff has been significant: better understand UG needs, new approaches to teaching Academic staff need to be more engaged in SADL I am glad I joined SADL because I wouldn’t have known anything about copyright or any qualitative skills . [SADL] really helped me a lot with research and managing information. It helped me through my second year. In my third year I am doing a half quantitative half qualitative module, so I feel more confident, being able to extract the skills from SADL to work on that. And I could actually teach others when they needed help as well. Evaluation and impact

Our biggest challenges: Scaling up: Reaching all undergraduate students at LSE Developing the peer learning aspects of SADL Keeping it student-led and student focused Sustaining SADL .

“You can’t Google your way to a degree “ but your ‘Google brain’ (and your Facebook brain) can help you, if you use them intelligently.” Case Study 2: University of East Anglia Digital Scholar Programme www.jiscinfonet.ac.uk/checklists/20-tips-for-students/

Not just web-based guides Designed not to tell but to give opportunities for reflective learning Needs to be sustainable Fully online programme Peer-led evaluation & feedback ‘The medium is the message’ Programme principles

Four units – in the VLE (online) Digital environment – academic & employment Creation of artefacts throughout Approx. 20-40 mins. per unit – optional further reading Linked to UEA Skills Award Pilot Autumn 2015 – wider Autumn 2016 Programme content

http://www.open.ac.uk/libraryservices/beingdigital/ Case study : Open University Being Digital course

Short, easy to follow online activities Develops essential skills for study, work and lifelong learning Arranged A-Z or by Pathways Each activity takes no more than 10 minutes Freely available from the Open University website – designed to work on mobiles as well as desktop computers Based on the Open University Digital and Information Literacy framework The concept

Activities cover areas such as: Presenting yourself to best advantage online and managing your digital identity Making the most of online networks Knowing who and what to trust online Using Wikipedia Evaluating and using online tools Searching effectively Find out more http://www.open.ac.uk/libraryservices/beingdigital Being Digital curriculum

Digital literacy is a key literacy: underpins learning Don’t assume that students don’t need this type of support (digital native, Net Generation) To be meaningful this needs embedding in the curriculum and a collaborative approach with other staff Be clear about how digital literacy fits into your organisational strategy and how you measure success Good luck In conclusion

Belshaw, D. The Essential Elements of Digital Literacy. Available at: http://digitalliteraci.es/ FutureLab. Digital Literacy across the curriculum. http://www2.futurelab.org.uk/resources/documents/han dbooks/digital literacy.pdf Jisc Digital Capabilities blog: http://digitalcapability.jiscinvolve.org/wp/ Secker, J and Coonan, E (2011) A New Curriculum for Information Literacy. Available at: http://newcurriculum.wordpress.com Futher reading: frameworks

Lau, Doriane, Secker, Jane and Bell, Maria (2015) Student ambassadors for digital literacy (SADL): evaluation & impact report. Learning Technology and Innovation (LTI), London, UK. Available at: http://eprints.lse.ac.uk/63357/ LSE SADL Project website and resources (2015) Available at: http://blogs.lse.ac.uk/lsesadl/ SADL Project conference presentations: http://blogs.lse.ac.uk/lsesadl/conferences-presentations-and-staff-development/ UCISA Digital Literacy Capabilities Survey 2014: https://www.ucisa.ac.uk/Digcap/ Article about the digital natives debate: Helsper, Ellen and Eynon, Rebecca (2009) Digital natives: where is the evidence?, British educational research journal. pp. 1-18.http ://eprints.lse.ac.uk/27739/1/Digital natives %28LSERO%29.pdf Audit report done ar LSE using the ANCIL framework: Bell, Maria, Moon, Darren and Secker, Jane (2012) Undergraduate support at LSE: the ANCIL report. The London School of Economics and Political Science, London, UK. http://eprints.lse.ac.uk/48058/ Further reading: other

Twitter: @jsecker Blog: http://janesecker.wordpress.com Contact