Developing a vision for what a digitally literate university or college looks like will underpin the institutional strategies, policies and processes which enable digital literacy to flourish.
Some of the questions for institutions in helping articulate a vision for digital literacy include:
- How does our institutional mission recognise the importance of digital capability?
- What learner or graduate attributes do we make it our mission to develop, promote and support in our learners?
- What part do digital technologies play in the learning experience at our institution?
- How are learners involved in decisions about ICT?
- How are we helping learners to thrive in a networked social context, where boundaries of many kinds are crossed?
- Do we actively address learners’ expectations about the digital environment and forms of digital learning in which they will be engaged?
Case study: Greenwich Connect
Greenwich Connect is ‘a vision for learning innovation’ at the University of Greenwich to help address some of the challenges it faces in a digital age. A series of vision statements around the learning experience embeds digital literacy as an intrinsic part of the organisation’s values through a set of ‘dimensions’ – personalisation, learning spaces, engagement, curriculum and research, professional practice and connectivity.
Underpinning Greenwich Connect is the belief that learning is enhanced through active engagement, social interaction, collaboration and building relationships. By engaging with stakeholders across the University, Greenwich Connect will enable us to share and build on best practice.
David McGuire, vice-chancellor, University of Greenwich
Developing an institutional vision cannot be done in isolation and will need to involve a range of different stakeholders.
Consultation events, focus groups, workshops or think tanks can help to engage staff and a range of tools and techniques can help such as scenario planning or using participatory approaches like rich pictures.