Embedding digital literacy in the curriculum
Richard de Blacquiere- Clarkson (Lifelong Learning Centre)
It’s often rightly said that we live in a digital age. The use of digital devices to communicate, create, share and solve problems has become an essential element of many aspects of everyone’s life, including personal and professional. More than this, digital technologies and their affordances shape how we interact with the world and each other, and as such how we conceive of our own identities. As such, developing a high standard of digital skills and literacies should be regarded as an essential graduate outcome – not only for employability but as part of well-balanced personal growth – and all universities need to ensure that every student is well-supported to develop their digital skills and identity in ways which meet their goals and aspirations.
It’s widely recognised in broad terms that developing digital skills has great value, but there is limited shared understanding of how to do so or what constitutes good practice. The aim of this project is to establish a robust evidence base regarding the most effective ways to support the systematic development of student’s digital literacy skills, focusing on embedding skills development in curricula rather than as additional study or support.
The findings will be used to develop a toolkit to support a range of embedding approaches across disciplines and levels of study, supported by case studies of successful practice as exemplars.
The research approach
The project will take a highly collaborative and participatory approach, carrying out all aspects of the research project in partnership with relevant stakeholders including students, academics and professional service members. This will include co-creating resources, evaluation of impact and dissemination of findings.
To find out more about the project please contact Richard (R.Clarkson1@leeds.ac.uk).
Each fellowship has a project sponsor that helps the fellows achieve impact across the institution. The sponsor for this fellowship is Paul Taylor.
Project start date: September 2021