Digital Literacies in Transition – A Model for Transforming Graduate Attributes
£100,000 from JISC
Start and end dates
Start July 2011 to End July 2013
Deputy Project Leader
Learners have a common goal - to succeed through Higher Education and into the global market. Once this meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students’ transition into Higher Education as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies. Therefore, the aim of this project is to develop a model to support digital maturity linked to graduate attribute development.
The aims of this project will be achieved through a series of workpackages overseen by the central Educational Development Unit (EDU) alongside the university’s newly launched eCentre, in conjunction with institutional champions and members of a five-university ‘Benefits Realisation Camel’. The common themes of: student informed curriculum development, students discovering and mediating change and on-going benefits realisation make this project far-reaching and continuously in touch with students’ and employers’ needs within the context of a highly fluid digital environment.
- Develop a strategic understanding of digital literacies at critical moments of transition, informed and supported by both internal and external stakeholder groups, to transform programme development within the context of graduate attribute initiatives.
- Pilot studentships as part of a cross-university interdisciplinary research group (IRG) that develops knowledge, provides guidance and mediates change in the development of digital literacies through the synthesis of OER tools and case studies.
- Evaluate the learners’ experiences of digital literacy and techno-social practices at key points of transition including: entry and the first year experience, level 5 to 6 and level 6 into employment or further study.
- Integrate employer feedback of our graduates, curriculum design and staff development though the design and implementation of a ‘Rate our Graduates’ tool.
- Pilot showcasing of diverse online tools and activities through the development of student-owned eMagazines that will act as a gateway into professional digital literacies in science, engineering and humanities.
- Develop a community of practice with other interested HEIs and SEDA (the ‘Benefits Realisation CAMEL( BRC)’) to provide both continuous reflection/ feedback on our developing vision and disseminate/embed its outputs into other institutions (aligning with the JISC “Sustaining/Embedding Innovations Good Practice Guide”).
This project will employ cross-university studentships to foster a community of student-led research to support and feed into all other aspects of the work. Termed the IRG (Interdisciplinary Research Group), this group of students, their mentors and members of staff from all aspects of the institution will engage in baselining activities as well as develop OERs that link attribute development to DL skills and opportunities. To engage with employers this project will develop and pilot a ‘Rate our Graduates’ initiative that will subsequently feed into curriculum design and delivery workshops, based around the ViewPoints model to support and enhance staff development. Showcasing of tools and activities will be supported through the development of School eMagazines that will act as a ‘hub’ to bring together professional, academic and discipline based activities.
Outputs and outcomes
- Review of good practice in the use of integrating student research in the curriculum and the support of the student journey;
- Student guide to DL supporting transition into university and developing a professional DL identity;
- Development of a programme mapping approach and associated toolkit focussing on transition and graduate attributes;
- Conference papers and presentations;
- Project blog;
- A model for DL interdisciplinary research;
- Journal/newsletter articles;
- Evaluation report including a summary of current practice in relation to DL and its generation/use by students;
- Exit strategy/sustainability plan;
- Guidelines on engaging students effectively interdisciplinary research in order to enhance their learning;
- Evidence-based case studies;
- School based eMagazines showcasing online tools aligned to subject areas;
- Scoping and integration of DL in Greenwich Teaching & Learning and Assessment Strategy;
- A process for ‘Rate our Graduates’ with supporting documentation, integration and dissemination strategies;
- Community of practice developed from our ‘Benefits Realisation CAMEL’.