Digitally Literate

Digitally literate graduates have the ability to appropriately and effectively use digital technologies, for learning, working and living in a digital age. Digital literacy encompasses a range of other literacies and learning skills to find, select, evaluate, manipulate, manage, apply, share and create information and knowledge in the digital environment as well as to manage personal and professional online identity.

  1. Why is this graduate attribute important?
  2. Ideas for incorporating into module or programme

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Why is this graduate attribute important?

Information and knowledge in a digital age is developed, processed, communicated and received in increasingly diverse ways using an ever widening variety of digital technologies. Students and graduates need both the skills to be able to use and interact with digital technologies and also the information literacy skills to be able to select, critique and evaluate the information.

In an educational environment, being digitally literate helps students to learn more effectively. Digital literacy is now also integral to both building and managing career and professional reputation, as well as a necessary skill to perform effectively in the workplace. Employers increasingly expect graduates to be digitally literate. 

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Ideas for incorporating into module or programme

Some case study ideas linking skills development to specific learning outcomes are provided below.

Engaging in scholarly practices

Students present work as a report or an essay, ask them to use referencing software such as EndNote. Request they also check their assignment through Safe Assign.

Interested in finding out more? RAFT case study – Social Sciences

Example Learning Outcomes:

  1. Use appropriate software tools and extensions (e.g. referencing software) to develop and reference a professional standard report or
  2. Apply an appropriate citation style in your assignment

Communicating information effectively

When students give an individual or group presentation, allocate a mark/provide feedback the effectiveness of their visual design design of their accompanying slides.

Interested in finding out more? RAFT case study, Biological Sciences

Example Learning Outcomes:

  1. clearly communicate an idea using digital design tools or
  2. compare online dissemination practices in your discipline or
  3. decide on appropriate levels of information to communicate

Summarising information

Instead of asking students to write an essay or prepare a project plan, ask students to present their ideas as a concept map using software such as Freemind, Mindmap etc .

Interested in finding out more? RAFT case study Health Sciences

Example Learning Outcomes:

  1. Use multi-media methods to present and disseminate scientific ideas or
  2. Evaluate tools to them to present data and information

Locating information

In preparation for a research project, require students to cite technology sources they used to find and identify relevant subject discipline resources.

Interested in finding out more? RAFT case study Hospitality

Example Learning Outcomes:

  1. Compare, select and critically evaluate technology resources (eg search engine/database/website etc), to produce a literature review or
  2. Evaluate the strengths of online user generated content as sources of information

Working collaboratively online

As a way to record the way in which students work together, ask them to maintain an online record of their work, using google drive, webcourses and or a wiki space.

Interested in finding out more? RAFT Case study Optometry

Example Learning Outcomes:

  1. Collaborate with others (students, staff and colleagues) sharing files and information; use appropriate tools to manage information

Presenting practical tasks

Instead of a practical write up, ask students to maintain a blog using Wordpress.com

Interested in finding out more? RAFT case study Electrical Engineering

Example Learning Outcomes:

  1. Reflect on skills and personal development to identify individual skills
  2. Use appropriate tools to manage information/strategy for file storage/naming

Apply practices in new contexts

Instead of demonstrating protocols to students, students create videos of standard protocols for sensory analysis tests (setting up sensory booth, preparing samples, test sheets etc

Interested in finding out more? RAFT case study, Pharmacy

Example Learning Outcomes:

  1. Combine both print and digital tools to communicate information to different audiences
  2. Decide on appropriate levels of information to communicate online to different audiences

Collaborate and share online data

Instead of individual students reporting upon a e-tourism strategies of a particular destination, students work together on a group project using a wiki.

Interested in finding out more? RAFT case study, event management

Example Learning Outcomes:

  1. Engage in online communities to access and share information appropriately
  2. Transfer the online skills of finding, critically evaluating and deploying information to a real-life context

Learning experiences on placement

Instead of asking students to write a report on their experiences, students out on work placement undertake a period of writing individual reflective blogs (4 x weekly blog @ 400 words per blog) to capture their experiences and reflections on experiences.

Interested in finding out more? RAFT case study, Health care

Example Learning Outcomes:

  1. Identify individual skills reflect and communicate a critical self awareness through use of an online blog
  2. Present a professional profile using social media tools

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