Roger Gardner's List: digital literacy

• Subject practitioners may be less comfortable introducing generic technologies, or may feel they should be dealt with outside/alongside the curriculum, e.g. in separate sessions on e-safety, information skills, building a digital profile etc. It is important that teaching staff work in partnership with other professionals to embed good, academic use of systems and services

• As the digital society fast evolves and becomes increasingly more complex, it is critical that institutions, in their role as custodians for the development of future academic literacies, understand how they can equip their staff and students with appropriate skills, tools and the language to articulate these literacies to ensure transferability across the full range of different life contexts.

• different disciplines may place a greater or lesser emphasis on certain elements (a useful analogy might be the baking of a cake by different people with the same ingredients but used in different amounts). When we analysed and coded discipline specific definitions of DL and attributes from the Faculty Learning Communities, for example, there was a greater emphasis on the Civic element in Humanities and Social Sciences, while the School of Management had a higher percentage of the Creative element compared to other faculties.
• For example I know how to distinguish between using Facebook for my personal and social connections, and using it for my academic course. I am also aware of the norms, values and codes that are specific to my subject and how these might impact on my use of learning technologies.
• I need to master the ‘how-to’s of specific tools and technologies that are important for my development
• To develop the Constructive element I need to understand and demonstrate how to take existing resources and content and re-use/remix it to create something new that benefits my learning.
• I need to understand the importance of networks and communication and the important role they play in developing my digital literacy
• I need to assess and review my own competence with digital technologies, manage my own digital personal learning environment, and develop a community of practice to help me progress my skills and attributes.
• I will use digital technologies to create new things which have value to myself and others
• I need to be a critical user of digital technologies by becoming aware of the power structures and assumptions behind different digital tools and practices
• I need to make use of digital technologies in order to prepare myself to participate as fully as possible in society.

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• Digidol aims to embed processes and practices that enable the development of Digital Literacy in all staff and students across all areas and levels of Cardiff University.
• The project will develop an exemplar organisational model for embedding Digital Literacy across courses and curricula which can be adapted and delivered across to other HEIs.