Framework of Frameworks - LLIDA
Introduction to the study describing terminology choices and the reasons behind the study.
digital literacy, learning literacy, learning, education, digital capabilities, skills
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Framework of Frameworks

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Top-level terms, framing ideas

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Component competences, capabilities, literacies

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Practices – what competent learners do

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Digital practices – what competent digitally enabled learners do

[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Learning to learn, metacognition[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Reflection, Strategic planning, Self-evaluation, self-analysis, Organisation (time etc)[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Manage time and study commitments, Balance learning and life, Know where and how to access support, Construct strategies for learning, articulate goals, Reflect on own learning and progression[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Use digital tools to manage time and commitments, Use digital networks and online resources to fit learning into life, Access support online including learning communities, Diagnose learning needs, Choose appropriate learning tools, Use digital tools to record and reflect on progress[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Academic practice, study skills[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Comprehension, Reading/apprehension, Organisation (knowledge), Synthesis, Argumentation, Problem-solving, Research skills, Academic writing, Specific subject discipline skills as appropriate[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Understand subject-relevant academic material, Synthesise academic discourse and knowledge, Identify or collect relevant evidence, Critically evaluate arguments and evidence, Scope, investigate and solve problems typical of the subject, Construct reasoned argument, Cite sources appropriately, Break down/analyse research question[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Apprehend academic ideas using a variety of media, Organise academic ideas using digital tools, Present academic ideas using a variety of media, Use digital argumentation and analysis tools, Use digital tools to gather or identify evidence, Use digital bibliographic tools, Analyse data tools, Use specific subject discipline related tools (e.g. CAD)[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Information literacy[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Identification, Accession, Organisation, Evaluation, Interpretation, Analysis, Synthesis, Application[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Recognise/identify need for information, Locate and obtain the required information resources, Assess the objectivity, accuracy, reliability and relevance of resources, Organise, set out and manage resources, Analyse, reinterpret, compare, apply etc information e.g. using models, frameworks, protocols, Produce new combinations or interpretations of information[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Use search engines, academic databases and journals, repositories etc, Aggregate and reaggregate information on task/topic basis, Evaluate online resources, Rate, comment on, review resources online, Use digital data analysis tools and protocols, Use digital tools to manage information locally and remotely, Share, repurpose, enrich information resources in online communities[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Communication and collaboration skills[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Teamwork, Networking, ‘Speaking’ and ‘listening’ skills[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Find, join and build communication networks, Facilitate groups, Share ideas, Build knowledge collaboratively, Project identity[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Use digital technologies to participate in/manage networks, Use digital technologies to share and co-build knowledge, Maintain appropriate levels of privacy, Manage digital identity and reputation, (Computer Supported Collaborative Work) CSCW[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Media literacy (also ‘visual’ and ‘audio’ and ‘video’ literacies)[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Critical ‘reading’, Creative production[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Understand notions of audience, viewpoint and persuasion, Understand how media messages are designed, Critically explore meanings, Produce messages in a range of media, Develop personal style[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Understand how digital media work in terms of audience, viewpoint, design, Produce messages in a range of digital media, Link across media and communicate hypertextually[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]ICT/digital/computer literacy[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Keyboard skills, Use of capture technologies, Use of analysis tools, Use of presentation tools, General navigation/UI skills, Adaptivity, Agility, Confidence/exploration[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/2″][vc_column_text]Readily adopt new tools and explore their functionality, Choose and use a range of different tools as appropriate to the situation, Capture information and evidence digitally, Present information and evidence digitally in a range of media, Use help menus and other intrinsic support to build new skills[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Employability – encompasses all or many of the other skills but is included here as a distinctive framework for theorising about and organising these skills, i.e. the production of the learner as a competent worker/employee. Component skills are those distinctive to this framework: the CBI is also concerned with literacy, numeracy, communication, ICT[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Self-management, Teamworking, Problem solving, Business and customer awareness, Innovation/enterprise[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Negotiate a position, Find and present solutions tailored to needs, Produce innovative solutions, Present oneself and ones capabilities to prospective employers/clients, Manage risk appropriately, Continually update skills[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Use digital technology to present self and manage reputation, Use digital technology to manage CPD[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/4″][vc_column_text]Citizenship – encompasses many other skills but is included as a distinctive framework for theorising about and organising these skills, i.e. the production of the learner as a competent citizen or member of wider society[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Participation and engagement, Ethicality/responsibility, Political, social, personal responsibility[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Participate in social groups in a range of roles, Behave ethically in professional and personal situations, Be safe when interacting with groups and individuals[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Understand digital rights and responsibilities, Manage digital identities, Manage issues of privacy and data ownership, Understand moral and human rights in a digital context, Understand issues around safety and protection in a digital context[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][vc_column_text]

References

 

Learning to learn, metacognition


Academic practice, study skills


Information literacy


Communication and collaboration skills


Media Literacy


ICT/digital/computer literacy


Employability


Citizenship

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Next section

Provision in the UK

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