Shifting roles and responsibilities

Every member of the organisation now needs to be their own information specialist, managing content and issues appropriate to their role.  They need to be able to deal with issues such as search terms, metadata tagging and intellectual property rights (IPR) that may previously have been addressed by librarians and to be able to interrogate, monitor, manage and use multiple data sets and possibly even learner analytics.

“Everyone needs to have an increased awareness of what they are learning from their analytics and how to apply them back. We need to grow these skills across the organisation but we still need to rely on specialists as well, particularly in areas like IT where we really need to build something meaningful on the back of the data we have.”
Will Woods, head of learning and teaching technologies, the Open University

Read the case study on how the Open University is working to develop organisational digital capability (pdf).

Emergence and evolution of specialist roles

Effective management of information and data is critical to the functions of large organisations such as colleges and universities.  Even work that is not obviously information-related is likely to be represented, organised, managed, monitored and evaluated in data systems.

Information and data specialists are emerging in many roles. Role holders may have acquired these responsibilities and skills gradually over time and as the need has arisen without being formally recognised as data specialists.  Knowing where and how to collect, share and interpret data appropriately is of growing importance and there needs to be clear understanding by all institutions and their staff of their responsibilities.

Dual roles - managing mastery of own specialism and supporting others

Librarians and other data specialists will find it necessary to continuously update their own area of specialist digital expertise and, at the same time, are likely to be supporting others to acquire skills that were once regarded as being the responsibility of specialists.  Human resources (HR) and continuous professional development (CPD) strategies must take account of this shift from specialist only roles to expecting all staff to own and use a degree of what was formerly regarded as the responsibility of specialists and reflect this by updating job roles and specifications as well as recruitment, personal development and review processes.

The role of professional bodies and specialist domains in developing digital capabilities

In universities, most teaching staff are also researchers and in colleges, most teaching staff are also professionals or vocational workers who are at the forefront in innovating practice.  In both cases, they are dealing with an accelerating pace of digital change in their specialist field - changes in methods and tools and also in the things that have to be known and in the problems being faced.  These specialist digital capabilities are often not developed in organisational settings at all but in connection with a professional body, research team, subject community or other specialist domain.

Facilitating the sharing of specialist and generic digital expertise

Organisations need to take an interest in how staff and students build, use and share their specialist digital expertise and how the organisation facilitates access to channels that will support this. For example, modelling and sharing digital practices and behaviours could be an effective way of doing this.

Digital capabilities beyond the confines of specialist research

Research, scholarship and problem solving are activities that happen beyond the confines of specialist research. All roles in complex organisations involve elements of using evidence to answer questions and to solve problems so there should be support for more general practices such as constructing an online poll or looking for patterns in data so as to draw inferences and conclusions.

“There is a lot of talk about relating digital literacy to research impact.  Impact isn’t just how many papers you have published but who is engaging with them and how you can measure that…”
Fiona Harvey, education development manager, University of Southampton

Read the case study on how the University of Southampton is working to develop organisational digital capability (pdf).

An essential capability for all

Digital communication is a skill required by everyone. It enables core functions to be managed effectively and makes it possible for people to work, study and research together regardless of barriers such as time and location.  Systems and practices need to be in place to ensure effective and respectful communication around day-to-day matters. 

In addition, there are specialist forms of digital communication required in an educational organisation.  These include learning conversations, supportive communications from tutors and student services, communication of ideas through presentation and publication, sharing of outcomes in research and practice, partnership building and public communications via websites, blogs, wikis and social media.

Using digital media to promote organisational and personal reputations

This is an area where individual capabilities can have a significant impact on the core business of an educational organisation - on its internal culture and its external reputation.  Because it is so critical to personal reputation as well, people are often very willing to explore how they manage communication and to consider how they could do so more consciously and effectively using digital media.

The different affordances of different types of digital communication

Large organisations need a public digital media strategy and staff with expertise in this area.  With so many opportunities for individuals to communicate publicly from inside the organisation it is even more important that all students and staff have good e-communication skills, respect the communication needs of others and understand the etiquettes of different methods of digital communication. 

While individuals may have personal experience they may need support to consciously address how different digital media influence understanding and conversational outcomes. 

Learning, teaching and assessment is arguably the core business of education.  Making sure staff have the digital capabilities to make appropriate decisions on how to incorporate technology into curriculum activities and that students are developing the skills they need to operate in a digital workplace is therefore essential.

“Changing demands from firms, consumers, students and communities mean that apprenticeships, vocational qualifications and degrees need to deliver more general - and also specific - digital capabilities.”
Make or Break: The UK’s Digital Future (2015) House of Lords Select Committee on Digital Skills (pdf)

Our editable digital capability checklist for curriculum developers (Word) can be used to assess how well a course of study is preparing learners with the kind of capabilities and practices described in the learner profile.

We also offer a range of guides to support different elements of learning, teaching and assessment including enhancing the student digital experience: a strategic approach covering the curriculum, inclusive practice and accessibility, the environment, bring your own device (BYOD), engaging and empowering students, and supporting students and staff to work successfully with digital technologies. 

In addition, we offer guidance on using technology to enhance curriculum design, transforming assessment and feedback with technology, scaling up online learning and developing student employability.

Accessibility and inclusion

Digitally capable staff should have the capability and confidence to create inclusive learning opportunities, to embed digitally inclusive practices into strategy, policy, quality assurance processes and into every day practice. 

This will facilitate staff confidence in their ability to evaluate and assess the accessibility of content and resources and to identify and share with learners the strategies, skills, practices and tools that allow them to personalise and adapt technology to meet their specific learning needs and support productive and personalised learning experiences.

"The reason I am so passionate about using technology is that it helps everyone … You tend to find you have a lot of learners with dyslexia and other difficulties.  If you use an appropriate tool it can remove or reduce their difficulties, and allow learners to achieve far more than they could [otherwise].”
Deborah Millar, director for digital learning and IT services, City of Salford College

Read the case study on how the City of Salford College is working to develop organisational digital capability (pdf).

Establishing digital capabilities within curriculum experiences

Learners need to understand the digital environment they are entering and the kinds of learning practices expected of them as they prepare for employment.  These expectations and requirements should be embedded into induction processes as well as the curriculum and the wider learning experience. Our technology for employability toolkit (pdf) provides effective practice tips on incorporating technology-for-employability.

Several universities have adopted digital capability, digital citizenship, or similar as a graduate outcome. Others have required digital activities and outcomes to be discussed during course design and review.

“The use of digital technology tools can set you apart from others. it's about time and training.  The more prepared you are at uni, and the more you know, the more you stand out at interviews and employment. They don't have to train you to do it.”
Melissa, events management BA, University of Lincoln, currently an MA student

Read Melissa’s digital learner story (pdf) in full.

Sometimes co-curricular support is needed from learning support teams, digital champions and IT training teams.  Where e-learning or digital specialists are involved in curriculum design it is more likely that students will have their digital capabilities assessed and developed through authentic digital activities delivered as part of their curriculum.  Learners also need to evolve a set of personal digital practices that support their learning: note-taking and curating, finding and managing information, reviewing and showcasing outcomes, producing digital assignments and attending to feedback.

All staff have a responsibility to their own learning and professional development and so need the same digital practices as successful learners.

As individual staff and students take on more responsibility for their own use of technology, skills that were once confined to digital learning and teaching specialists have to become more widespread.

Digital safety and wellbeing

Every organisation has a duty to guard the health, safety and wellbeing of its members, and that includes protecting them from digital risks. Cyber-bullying, trolling, hacking and other damaging online behaviours are on the rise. Universities and colleges are putting in place advanced data security measures to protect personal and organisational data and are developing policies on safe internet use and respectful behaviour online.

“Of course in the classroom you're safe with a professional that you know who can guide you in the right direction; how you behave professionally on social media and to safeguard yourself.  A youngster should learn about social media with a trusted professional who they know and like.”
Pepieter, second year student, University of Bournemouth, formally at Basingstoke College of Technology.

Read Pepieter’s digital learner story (pdf) in full.

Digital safety and well-being is a one of the six elements of our digital capabilities framework (pdf).  Ensuring learners know how to behave safely and responsibly in the digital space can be a challenge for colleges and universities and their staff.  Our quick guide to safeguarding learners online provides an overview of responsibilities and highlights a range of resources and sources of information.

Some of the most successful approaches have been developed in collaboration with students, for example, around safe online practices and the values agenda. Digital practices can change how people relate to one another, their work-life-learning balance, the stresses they face, and how much time they spend at a screen. All of these can impact on wellbeing and reduce satisfaction. Developing a digitally healthy organisation means considering the impact of digital technology use on a range of issues such as the environment, equality and diversity, and of course individual health and wellbeing.

“We have created a number of exhibitions, events and activities in the learning lounge and across college [to support Safer Internet Day]. We use interactive technologies, QR codes and augmented reality in a very creative way.”
Vikki Liogier, head of digital literacy, voice and innovation, Epping Forest College

Read the case study on how Epping Forest College is working to develop organisational digital capability (pdf).

Supporting the development of teaching staff

Most organisations that have developed a digital capabilities definition or framework have gone on to embed this into teaching staff development.

“So for example one student [in Postgraduate Certificate in Academic Practice] in his assessment showed how he had referenced the framework in each of his taught sessions.  He was using it very positively, and we’ve taken that forward as a case study in course design.”
Elaine Swift, digital practice manager, Nottingham Trent University

Read the case study on how the Nottingham Trent University is working to develop organisational digital capability (pdf).

In universities, this usually means mapping the framework to the requirements of the Higher Education Academy (HEA), whether accredited courses or fellowship applications. To support staff, we have collaborated with HEA to provide a digital lens on the UK Professional Standards Framework (pdf).

In colleges, it may mean providing a structured workshop timetable, or bite-sized sessions - perhaps with digital badges as an incentive.

Specialist skills and appropriate pedagogies are needed for teaching online (see our scaling up online learning guide), designing authentic digital activities, managing e-assessment, and supporting learners' own digital practices. However, digital teaching should not be seen as a special interest but an element of mainstream practice.

Peer and collaborative support mechanisms

Through a variety of roles, students and staff are taking on responsibility for developing others, for example, by designing learning or training materials, mentoring or coaching, acting as champions, facilitating learning groups or networks. Our work through the change agents’ network shows that students and staff working in partnership is an effective way of co-developing digital capabilities and driving forward change in the curriculum.

“Our two student partners were great, they went round doing talks to classes and blogging, and they … provided wonderful energy to the project.  Their enjoyment and ambition was infectious, they were wonderful to work with.”
Mark Kerrigan, director of learning and teaching, faculty of medical science, Anglia Ruskin University

Read the case study on how Anglia Ruskin University is working to develop organisational digital capability (pdf).

Once staff have a basic level of proficiency, most digital skills are acquired through informal contacts with colleagues and by 'just trying things out'. An online resource bank such as Lynda.com works well for staff who are independent digital learners, freeing up more intensive training resources for those who lack that level of confidence.

Indicative responsibilities and actions for senior leaders might include:

• Working with stakeholders (including student representatives) to identify the vision and the rationale for developing digital capabilities for your organisation
• Focusing on what you would like to achieve and how digital capabilities can contribute to your vision
• Aligning your aspirations for digital capability with other initiatives, policies and priorities - identifying where digital capabilities will enhance the performance and reputation of your organisation
• Reviewing the organisation-focused digital capabilities framework (pdf) with stakeholders in relation to the current and desired situation
• Working with stakeholders, using analytical tools such as our audit tool (Word) or checklist (Word) to ascertain the current situation and develop an outline action plan
• Facilitating collaboration and the bringing together of all those who have a role or interest in developing digital capability including those responsible for the digital infrastructure of your organisation, estates teams and human resources teams
• Reviewing the range of digital support options available to staff and students to create a holistic approach that makes the most effective use of resources
• Signifying the intention to embed digital capability development throughout the organisation by leading, championing, supporting and communicating the objectives and benefits of the plan for each stakeholder group, illustrated by evidence-based examples

Listed below are some tools and resources to consider using to support step one:

• Developing digital capability: an organisational framework (pdf)
• Building digital capabilities: the six elements defined (pdf) (individual capabilities) and digital leader profile (pdf) for digital capability
• Strategic steps towards organisational digital capability (pdf) (action focused poster)
• Audit tool for organisational digital capability (Word) or the shorter checklist for organisational digital capability (Word)
• Our digital leaders programme
• DigiComp European e-competency framework
• Participation in the UCISA digital capabilities survey and analysis of resulting data

Likely outcomes, outputs and enablers that will arise from step one activities include:

• The identification and formation of a stakeholder group who will steer the development of organisational digital capability with support from an identified senior sponsor
• The establishment of a shared understanding, common purpose and goals
• Greater understanding of the relevance of digital capabilities for your own organisation and community members
• Identification of the current situation and the difference between the current and desired positions
• Clearly articulated benefits for all stakeholders with evidence-based examples.
• Action and implementation plans (including a review of structures, responsibilities, resources, KPIs and success indicators) that can be shared with heads of schools, departments and service teams for further refinement
• Reflection on the digital leader profile and the personal development needs of your staff
• Potential for increased organisational growth, reputation, business and student satisfaction

Indicative responsibilities and actions for senior managers such as heads of school, heads of department, programme managers, directors and service leaders might include:

• Promoting the concept of digital professionalism to your team members and students encouraging an exploration of what this means to different audiences
• Reviewing data from organisational surveys that capture information relevant to digital capabilities or conducting your own survey if data is not available for this specific focus
• Leading and engaging your teams - communicating and conveying the importance and relevance to curriculum or target audience, providing clear direction but encouraging development of own approaches
• Initiating team digital capability profiling including profiling different roles within teams - senior managers could perhaps lead by example by sharing their profile with staff
• Considering using the digital capability discovery tool (although the tool currently offers individual feedback only we hope to offer an organisational view of the data in future iterations - email [email protected] if you are interested in this option)
• Identifying desired student digital capabilities and graduate attributes appropriate for subject or specialist areas
• Liaising with other stakeholders including students and staff, professional and curriculum teams, support services
• Aligning digital capability ambitions with other departmental or service team priorities, organisational strategies, targets and key performance indicators
• Reviewing the existing support offer for all members considering local and cross-organisational support mechanisms (for example HR, library and information services, technical teams, student services, NUS, student experience teams, special interest groups, communities of practice and networks
• Embedding opportunities to develop, recognise, reward and accredit digital capabilities in HR, personal development and student award processes, ensuring adequate funding and time has been allocated for staff and student engagement
• Establishing mechanisms for sharing, networking and collaboration - internally and externally including with specialist organisations
• Embedding digital capabilities in curriculum review processes

Listed below are some tools and resources to consider using to support step two:

• Developing digital capability: an organisational framework (pdf)
• Action-focused poster: strategic steps towards organisational digital capability (pdf)
• Appropriate section(s) of the audit tool for organisational digital capability (Word) or the shorter checklist for organisational digital capability (Word)
• Digital capability discovery tool
• Jisc/NUS benchmarking the student digital experience tool (pdf) (useful for student-facing viewpoint)
• Feedback from National Student Survey (NSS) and student satisfaction reports
• Student digital experience tracker tool
• Analysis of relevant data from other sources
• Profiles for digital capability as appropriate for team roles - leader (pdf), HE teacher (pdf), FE teacher (pdf), researcher (pdf), learning technologist (pdf), library and information professional (pdf), learner (pdf)
• Digital leaders programme to support personal development

Likely outcomes, outputs and enablers that will arise from step two activities include:

• An understanding of digital professionalism in relation to your own professions, subjects and practices
• The establishment of team, service or programme priorities
• Clarity over the range of support options available to community members spanning basic to specialist needs - aim for a continuum from fully-supported to self-serviced
• A tailored implementation plan that includes resource considerations
• Digital capabilities are embedded in curricula activities
• A range of recognition or reward opportunities have been identified and promoted to staff and students
• The digital ambitions of teams and staff are addressed through professional development review (PDR) processes and wider departmental plans with links to associated professional development frameworks

Indicative responsibilities and actions for teams including staff, students, professional, service, academic, curriculum and others might include:

• Reviewing the digital capability framework and six elements model (individual)
• Discussing the profiles most closely-related to the roles of team members (with those identifying in the same role as well as with mixed roles within the same team)
• Researching subject and professional digital capabilities appropriate to role, subject and destination industries that students are likely to be seeking employment in
• Encouraging individual team members to self-assess own digital capabilities using the discovery tool and identify personal development options for discussion with line manager or team leader
• Aligning and mapping individual findings from discovery tool activities with other team priorities and development plans (for example: plans to review or refresh curricula, new or updated services etc)
• Individuals aligning professional development review plans with relevant professional frameworks
• Including opportunities to develop digital capabilities and digital graduate attributes in curriculum activities - make these clearly signposted with links to supporting resources
• Collaborating with other team members and other teams on projects designed to improve your curriculum, service or learner experience (for example, if a team were exploring inclusive practice, one option might be to use our accessible content audit framework (Word) to assess, evaluate or ‘user test’ the accessibility of resources)

Listed below are some tools and resources to consider using to support step three:

• Building digital capabilities: the six elements defined (pdf) (individual capabilities)
• Appropriate section(s) of the checklist for digital capability (Word)
• Action-focused poster: strategic steps towards organisational digital capability (pdf)
• Jisc/NUS benchmarking the student digital experience tool (pdf) (useful for student-facing viewpoint)
• Student digital experience tracker tool
• Discovery tool
• Digital capability checklist for curriculum developers (Word)
• Feedback from NSS and student satisfaction reports
• Analysis of relevant data from other sources
• Profiles for digital capability as appropriate for team roles - HE teacher (pdf), FE teacher (pdf), researcher (pdf), learning technologist (pdf), library and information professional (pdf), learner (pdf)

Likely outcomes, outputs and enablers that will arise from step three activities include:

• The establishment of common language, goals and priorities for digital capability
• A collegiate approach to ownership and development of digital capabilities
• Individual teams develop their own construct of digital capability aligned to team, departmental, service and organisational priorities
• Team strengths and weaknesses are identified and mapped against ideal or real-world requirements
• Opportunities are identified to embed digital capabilities in a variety of curricula and student-focused activities
• Digital capabilities development is included in individual and team plans for continuous professional development (CPD)
• Potential collaborative development opportunities that align with or include digital capability targets are identified (for example, collaborative activities with students such as development work arising from use of the Jisc/NUS benchmarking the student digital experience tool (pdf) or the student digital experience tracker)
• The establishment of collegiate support mechanisms for the development of digital capabilities

Indicative responsibilities for all might include:

• Reviewing and evaluating progress against goals set - at individual and at organisational level
• Reporting on progress using established reporting structures and procedures as well as informal networks and communities of practice
• Reviewing mechanisms for monitoring and evidencing success - amending and updating these as necessary
• Gathering case studies and examples of best practice sharing ‘what works’ and lessons learned
• Feeding successes into team meetings and staff and student development programmes, inviting those involved to lead sessions
• Establishing and supporting networks and special interest groups - both internal and external, subject specific and themes that are applicable to more than one subject or topic - making use of existing channels where they exist
• Promoting identified reward and recognition schemes to staff and students to encourage participation
• Ensuring development of individual digital capabilities is recognised within individual performance and appraisal mechanisms

Listed below are some tools and resources to consider using to support step four:

• Existing and updated organisational quality assurance and improvement processes
• Sustaining and embedding innovations good practice guide
• Qualitative and quantitative data where available showing positive impact
• Revisiting the digital capability audit tool (Word) and checklist (Word) to review progress and identify future goals
• Use of cross-organisational steering group to regularly review progress

Likely outcomes, outputs and enablers that will arise from step four activities include:

• Enhanced organisational reputation and the reputation of individual members of staff
• Students prepared for living and working in a digital world
• Staff empowered to make best use of digital technology within the organisation
• Enhancements to quality measures (for example, NSS, Ofsted, Teaching Excellence Framework (TEF) and Research Excellence Framework (REF)
• Developing the digital skills of leaders to lead, inspire and enhance organisational digital capability
• More efficient use of digital tools and enhanced capacity throughout the organisation in core business functions

Anglia Ruskin University has a clear goal for "staff to improve and extend their digital literacy skills" within their 2015-2017 learning, teaching and assessment strategy. This strong focus on professional learning and accreditation emphasises the requirement for staff to keep up to date with digital practice in their subject area. 

The university’s digital literacy framework drew on Jisc’s definition of digital literacy and the EU’s DigiComp framework and is now well established and used by staff. Staff are engaging through initiatives such as short, focused five-minute CPD activities rewarded by digital badges and tailored playlists of CPD resources from Lynda.com.

Read the Anglia Ruskin University case study in full (pdf).

The vision and values of Bournemouth University are defined by the ‘fusion’ of research, education and professional practice. This ‘fusion’ principle is being used to address a number of over-lapping priorities including: evidence-based ‘transformational change’ aligned to the Teaching Excellence Framework; enhancing the student experience; addressing the need for 21^st century skills and improved campus facilities (including core digital infrastructure).

Their TEL (technology-enhanced learning) strategy forum has a focus on sharing excellent practice and building innovation partnerships, research-teaching collaborations and action research projects, encouraging a diversity of digital practices to emerge and a broader, more scholarly idea of digital capability to become established.

Read the Bournemouth University case study in full (pdf).

The 2020 Vision for Epping Forest College includes the aim of providing "resources and facilities that promote and embrace emerging technologies, support a professional environment and enable outstanding learning".  After significant investment in IT and network infrastructure the college is now prioritising the upskilling and confidence-building of their teaching staff in all aspects of teaching, learning and assessment. 

Digital learning advisers support students to use the learning spaces and the technologies available and ensure all learners are trained in e-learning and online responsibility. A series of contextualised activities and tools have been developed to meet the needs of different subject areas with the support of Jisc curriculum specialists.

Read the Epping Forest College case study in full (pdf).

Digital literacy is referenced in Glasgow Caledonian University’s 2020 strategy and a strong commitment to digital education and innovation features in their strategy for learning which identifies a series of principles and ‘enablers’, some of them digital. 

A joint initiative with the African Leadership Academy means that a large number of online and blended programmes are being developed with online assessment and feedback as routine. 

Academic staff have completed a survey on their digital capabilities giving the university an insight that will allow them to move forward with digital learning and teaching.

The Jisc/NUS digital student benchmarking tool has also helped individuals benchmark their practice and support module reviews.

Read the Glasgow Caledonian University case study in full (pdf).

Hillcroft College promotes best practice in the advancement of equality and diversity and specialises in support for learners with dyslexia and dyspraxia. The Hillcroft ethos is that learners must become digital citizens before they can become digital learners and workers.  E-safety is a clear priority and, with support from Jisc, the college is developing a more strategic approach to digital capability.

Read the Hillcroft College case study in full (pdf).

Lancaster University is addressing cultural, infrastructure and skills development needs through Digital Lancaster, the digital version of the overall strategic plan. 

Digital Lancaster sets out five goals: digital learning; digital design; digital expansion; digital communities; and digital engagement and has. identified four key digital capabilities they need to cultivate including:

• Digital fluency for staff and students
• Digital infrastructures
• Digital innovation
• Digital governance

With a "recruit the best" strategy, the human resources function is exploring what this means for a digital organisation.

Read the Lancaster University case study in full (pdf).

North Lindsey College acknowledges the role of digital technologies in learning and teaching through their college vision.  Some of the priorities have been defined by national agendas such as the Further Education (FE) Learning Technology Action Group (FELTAG) report (pdf), government area reviews and the Teaching Excellence Framework for HE. 

Other priorities such as safeguarding and promoting social values, supporting staff skills development for blended learning and developing or adopting a digital capabilities framework for staff and students have been established through a Skillscan survey, support from Jisc, internal consultation and reviews.

The Jisc digital capabilities framework has helped to identify areas of development that will have most impact. The college also took part in the pilot of Jisc’s student digital experience tracker which provided detailed information about what the learners think of the digital environment and curriculum.

Read the North Lindsey College case study in full (pdf).

Nottingham Trent University (NTU) engaged in a Changing the Learning Landscape project in 2014 to help the university make a step-change in their approach to digital capabilities. 

Following on from this, the university has developed their own digital capabilities framework and has been investigating staff and student needs in order to provide a co-ordinated "continuum of support" for digital practice. 

Every course at the university is undergoing a curriculum refresh process requiring consideration of digital capability alongside other key priorities for NTU graduates.

Read the Nottingham Trent University case study in full (pdf).

Salford City College identified digital learning as one of five strategic priorities in 2015 with the aim of implementing the FELTAG recommendations by 2018.

Their digital learning strategy of 2016 sets out how the college will achieve this through seven strands of work: pedagogy; digital learning environments, IT investment, resourcing; digital literacies for staff and learners; collaboration and partnerships; and innovation and quality.

Employability and progression are key success factors for the college. As well as developing placement partnerships with employers the college aims to help employers understand the value of digital capabilities in their businesses and to help them to make use of the digital expertise the college can provide.

Read the Salford City College case study in full (pdf).

The University of Brighton developed their own digital literacy framework in 2013 as part of a Changing the Learning Landscape project.

Practical Wisdom, the university’s strategy for 2016-2021, includes several actions that require robust digital literacy skills.

The library is leading the drive to improve digital capability in collaboration with the Centre for Learning and Teaching and the learning technology team. The framework is facilitating a shared understanding and providing consistency through "talking a similar language". It is flexible enough to allow individual schools to respond differently. 

Curriculum teams are embedding digital literacies in their work with students and academic staff required to reference the framework in the university’s initial post-graduate certificate programme and when seeking recognition as fellows or senior fellows of the HE Academy. 

Student learning and teaching ambassadors support other students and staff in their uses of digital technologies.

Read the University of Brighton case study in full (pdf).

The University of Lincoln has an ambitious Digital Education Plan which aligns with the university’s overall strategic plan (pdf) and their "new vision for education". 

The university places a premium on open pedagogies and student-led production of open content, connecting digital education with the practices of digital research and the public communication of ideas.

They recognise that staff and students will need support to take advantage of a "more complex and dynamic digital environment" and are also concerned to promote digital safety and well-being. 

Our digital capabilities framework was used to gather a baseline view of digital capabilities across the university and the results are informing priorities for future workshops and development projects.

Read the University of Lincoln case study in full (pdf).

The Open University has a comprehensive digital and information literacy (DIL) framework which was introduced in 2012 and is fully integrated into course design processes and academic professional development. 

The 2016 Students First strategy of takes this a step further and includes a commitment to'"develop a set of minimum competencies for digital literacy and provide programmes for development and support for all staff and students".

A range of initiatives is supporting the drive to improve digital capabilities across the organisation, addressing variable levels of digital confidence for teaching practice staff and developing an understanding of what new data literacy skills are required. 

The DIL framework is being aligned to the Teaching Excellence Framework and the Research Excellence Framework and also is being mapped to the university’s employability goals.

Read the Open University case study in full (pdf).

The University of Southampton places a strong focus on research excellence and reputation with digital scholarship being recognised as being of strategic importance. The close working relationship between the library and the digital education team means that developments in digital scholarship and digital learning are being addressed in parallel.

The university works with iChamps, student digital partners, who lead their own projects and act as advocates and mentor new iChamps, offering workshops to share their skills. In collaboration with the Students' Union, the university is also training course leaders and representatives in how their digital practices can support their roles, using badges and accreditation pathways to recognise and reward their achievements.

Read the University of Southampton case study in full (pdf).

University College London (UCL)'s twenty-year vision: UCL 2034 commits the university to "supporting students to develop their digital capabilities to ensure that they are able to thrive in new working and learning environments". 

The 2016-21 education strategy has specific objectives for the digital curriculum and the digital environment for learning and plans to expand their current student ChangeMakers programme to increase the number of staff-student innovation projects and site more student change agents within departments. 

They are also encouraging students to participate in digital learning and scholarship through the Connected Curriculum scheme which engages students in research, scholarship and professional practice.

Read the UCL case study in full (pdf).