Strategies and policies will guide direction but change happens ‘on the ground’ through ‘change agents’ working to support staff and students in developing their skills and practice. This section will focus on approaches and resources which can help those involved in staff and student support.
The curriculum provides the framework for developing student digital literacies and engaging staff in dialogue around what it means to be a digitally literate student, teacher, professional etc in a particular discipline. The curriculum design process is key to ensuring that digital literacies are embedded in learning and teaching. Supporting student digital literacies tends to be the focus of support activities but teaching staff need support to help address confidence and capability issues and support staff need to continually develop skills and knowledge. Although researchers self-direct their digital practice, they still need opportunities to build confidence and develop their capabilities.
There are a range of approaches to support including:
- Implementing different support models such as students as digital pioneers/change agents
- Developing digital literacy frameworks with staff and students to encourage engagement and ownership and using these as tools for dialogue and evaluating skills and competence
- Assessing student and staff skills through surveys and engagement activities to ensure these are understood and appropriate support developed
- Developing digital literacies for employability and exploring recognition and reward schemes
- Developing different levels of support from short online guidance and briefings to more hands-on workshop activities
- Embedding digital literacies in continuing professional development (CPD) and staff development programmes
- Focusing on digital identity and reputation as a powerful motivator to engage with digital issues