Provision in the UK - LLIDA
Introduction to the study describing terminology choices and the reasons behind the study.
digital literacy, learning literacy, learning, education, digital capabilities, skills
14948
page-template-default,page,page-id-14948,page-parent,page-child,parent-pageid-14813,ajax_fade,page_not_loaded,,qode_grid_1200,qode-child-theme-ver-1.0.0,qode-theme-ver-10.1.2,wpb-js-composer js-comp-ver-4.12,vc_responsive

Provision in the UK

Download this section as a pdf file

Introduction

In collecting institutional audits data and snapshots of practice, our intention was to gain insights into how ‘digital literacies’ are currently interpreted and supported in UK HE and FE. We actively sought contributions from central services staff across the range of services potentially involved, from specialist projects or centres, and from those in academic departments working to embed literacies into the curriculum. We expected this last group of people to be much harder to reach, and this proved to be the case. Also very difficult to identify were examples of informal learner-led practices. We were, however, optimistic of finding multi-disciplinary work taking place across these groups, for example where central services staff have taken a pro-active role in supporting curriculum interventions or in setting up mentoring schemes.

audit proforma, guidelines and benefits documents for download | method |summary findings

reflections on the audit data

method | summary findings

provides various routes into the example snapshots collected during the study

41 snapshots of learning literacy provision

findings from audits and snapshots

findings from audits and snapshots

findings from audits and snapshots

findings from audits and snapshots