An Open Resource on Digital Literacy for Educators
Have you ever considered some key questions about digital literacy and educators, or Digital Future in Teacher Education ?
What do we mean by Digital Literacy?
What are the elements of Digital Literacy?
What are the cross-cutting themes associated with Digital Literacy?
What does Digital Literacy mean in schools?
What does Digital Literacy mean for learners?
How is Digital Literacy realised in our project schools?
What research has taken place in the Digital Literacy field?
What readings are there on Digital Literacy and what do they cover?
What does Digital Literacy mean in HE?
What do tutors in Higher Education need to know about Digital Literacy?
How is Digital Literacy realised in our Project universities with regard to teacher education?
The DeFT Project
Those questions are what the DeFT Project strives to answer, an open textbook that teachers can use and re-use has been created.
The Digital Futures in Teacher Education (DeFT) project was undertaken as part of the third phase of the HEA/JISC-funded UK OER programme. The aim of this project was to produce an open textbook ‘Digital Literacy (DL) for Open and Networked Learning’ based upon two strands of development that were mutually reinforcing: the first was to create materials for teacher education by the two partner Higher Education Institutions (HEI), Sheffield Hallam University and The University of Sheffield, in line with the UK Professional Standards Frameworks (Higher Education Academy) and the Professional Standards for Teachers in England and Wales, involving the (re)use of Open Education Resources (OERs) and associated pedagogical design; and the second was to develop guidance on practice in teaching and learning in the school sector involving digital literacy. A framework for the effective embedding of this curriculum and pedagogy was to be established, using regional support networks for schools, Creative Industry partners and building on existing dissemination activities. The key goal was to raise the status and quality of teaching and the level of digital literacies and the (re)use of OERs in the teaching workforce. A Project Website was developed alongside a Project Blog and Project Wiki: see also Chapter 6: The Story of DeFT.
Create Your Own Open Textbook
The Thinking Space is where you can collect content from this open textbook and export it into your own personalised Open Textbook. As you browse the content you can bookmark the text in the following ways:
COMMENT – this is public and can be seen by others using this resource
ANNOTATE – this is private. You can insert notes with any content and these annotations can be exported with the content.
LIKE – you can bookmark content as ‘liked’. These ‘likes’ are collected together when you view your liked content.
TAG – you can tag content and this tag will appear in the tag cloud below. When you click on a tag any content associated this tag will be listed.
EXPORT – when you view your Likes or Tags you will be shown the content you have selected and you will be offered the option of exporting this as a MSWord document, with the option of including any annotations if you wish.
In this way you can create your own Open Textbook.
See 1.2 How to Use and Re-use this Resource for more information.
Examples of Practices
Thirteen case studies that represents the work of participants in the DeFT Project. The practice that is represented in these studies is offered as indicative of the means by which authentic learning and teaching activity in real contexts takes place. You are invited to explore these stories and to annotate them with your own understandings and reflections using Thinking Space.
The concept of Digital Bloom functioned as a metaphor for meanings made with digital literacy by learners and teachers, where a field of flowers was used to express diverse individualised understandings of digital literacy (represented by individual flowers) against a backdrop of socio-economic context (meadow). Read more : Case Study 14: ‘Digital Bloom’ – Exploring Digital Literacy in Virtual and Public Space.