D4 Strategic Project:Developing Staff Digital Literacies.External Scoping Report

This is the first stage of a TALI Strategic Project on Academic Staff Digital Literacies. The report scopes the grey and peer reviewed literature and provides a landscape review of some of the major developments focussing particularly on approaches supported by the major sector bodies (JISC, HEA and ALT). The report comes to the following conclusions: • The term digital capability appears to have growing use by sector bodies (e.g. Jisc and UCISA) replacing digital literacy and digital fluency. We support this because it may be more acceptable to academic staff because it may appear less pejorative. In addition it should be noted that both terms are highly temporally contingent in this is a fast moving area. • Staff digital literacies are deeply embedded in their local discipline context. • Whilst there are many projects that focus on students’ digital literacy the literature on staff is much less prevalent. • Of the few projects that focus on staff digital literacies these tend to lack any empirical base in relation to efficacy or impact. • Digitally confident practitioners display a range of attributes related to confidence, willingness to explore, resilience to failure and that it is these attributes that characterise them rather than their technical skills. • Approaches to achieving sustained change in relation to development of digital confident practitioners are more likely to be achieved by focussing on ‘hearts and minds’ where staff have agency and ownership, and feel empowered to make changes rather than audits or appraisals. • A particular ‘hearts and mind’ approach that has had some use across several HEIs is the course redesign model called ‘Carpe Deum’ (Salmon & Wright 2014). • In addition Appreciative Inquiry as a model for supporting change processes which has been advocated by Jisc (Gray and Ferrell nd)

2D3D2D: a diagnostic approach to textile and fashion research practice

In the School of Art and Design, at Nottingham Trent University, a range of research methods and practices have developed through PhD and post doctoral study in relation to printed textile design and new technology. Individual research projects have addressed pattern (Bunce 1993); photographic imagery (Briggs 1997); colour (Leak 2001); non-repeating pattern (Carlisle 2003) and 2D/3D (Townsend 2003). Post-doctoral research (Briggs-Goode & Bunce 2001) and Townsend's research into 2D/3D informed a group project and exhibition Transforming Shape (2004). The outcomes created by Gillian Bunce, Amanda Briggs-Goode, Gillian Bunce, Rosemary Goulding and Katherine Townsend explored the relationships between innovative surface imagery and three-dimensional prototypes, based on the simple geometric forms of square, rectangle and circle

Transformational government and assistive web base technologies

Transformational government has been on the European agenda for several years. However, progress towards realising the full potential of ICT to transform public services for older adults with age related cognitive impairments has been very limited. Highlighting such limitations this paper demonstrates how assistive web base technologies can be developed to improve the public services for older adults with age related cognitive impairments. However the paper argues that these transformations can be obstructed if there is no strong leadership and political commitment from people at many levels in public sectors and governments

Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism

This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice

"We muddle our way through": shared and distributed expertise in digital engagement with research

The use and availability of digital media is changing researchers' roles and simultaneously providing a route for a more engaging relationship with stakeholders throughout the research process. Although the digital realm has a profound influence on people's day-to-day lives, some researchers have not yet professionally embraced digital technologies. This paper arises from one aspect of a project exploring how university research and professional practices are evolving as researchers engage with stakeholders via digital media to create, share and represent knowledge together. Using researchers from the Open University (U.K.) as a case study, this paper reviews the extent to which they are developing multiple identities and functions in their engaged research through digital media

Digital transforming capability and performance: a microfoundational perspective

PurposeDrawing on the literature on dynamic capabilities and digital transformation, this paper conceptualises and investigates the relevant antecedents of an essential capability for digital transformation – the digital transforming capability – and its effect on the competitive advantage of firms.Design/methodology/approachA framework with individual and organisational microfoundations of the digital transforming capability is proposed based on previous research. The digital transforming capability is conceptualised as a second-order construct. The model is tested using data from a broad spectrum of large US companies. Structural equation modelling (SEM) is applied to test the proposed framework.FindingsThe study identifies three main microfoundations that, when combined, build a digital transforming capability (digital-savvy skills, digital intensity and context for action and interaction); in addition, the study tests the relationship between digital transforming capability and firm performance. The results validate the proposed theoretical framework. In addition to proposing relevant microfoundations of the digital transforming capability, we advance knowledge on the performance effects of those microfoundations.Originality/valueThe paper contributes to advancing the understanding of the digital transformation phenomenon by revealing the role of the primary components underlying the digital transforming capability. Yet the mechanisms by which the micro-level aspects are important for digital transformation and organisational outcomes are only suggested by anecdotal evidence. The paper also contributes to ongoing calls for further investigation to extend the understanding of the microfoundations of dynamic capabilities. Finally, by drawing on archival data, this study also contributes to calls to broaden the toolkit used in dynamic capabilities research.N/

Children's rights in the digital age: a download from children around the world

Evidence from across the world is telling us that no matter where they are from, more and more children are relying on digital tools, platforms and services to learn, engage, participate, play, innovate, work or socialise. Foreward Some two-thirds of the world’s almost three billion internet users are from the developing world, with the numbers growing every day. Many of these new users are children and young people; in fact in many countries, internet users under the age of 24 far outnumber the rest. A growing body of evidence from across the world is also telling us that no matter where they are from, more and more children are relying on digital tools, platforms and services to learn, engage, participate, play, innovate, work or socialise. There are already countless examples of how – when harnessed appropriately – digital tools can help promote human development, by closing gaps in access to information, speeding up service delivery, supporting educational and health outcomes, and creating new entrepreneurship opportunities. The power of technology to jump across borders and time zones, to join the once disparate, and to foster social connectedness, has provided the means for the children and young people of today to participate in a global society in ways previously not possible. Sadly, there are also new or evolving risks – exposure to violence; access to inappropriate content, goods and services; concerns about excessive use; and issues of data protection and privacy. As it becomes increasingly difficult to draw the line between offline and online, it is necessary for us to examine how this changing environment impacts the wellbeing and development of children and their rights. Ensuring that all children are safe online requires approaches that promote digital literacy, resilience and cyber-savvy. It is only in partnership that we can reach consensus on how to create a safe, open, accessible, affordable and secure digital world. Critically, children and young people’s profound insight must help inform, shape and drive this goal – which needs to focus on equity of access, safety for all, digital literacy across generations, identity and privacy, participation and civic engagement. In April of this year, the Berkman Center for Internet & Society at Harvard University and UNICEF co-hosted, in collaboration with PEW Internet, EU Kids Online, the Internet Society (ISOC), Family Online Safety Institute (FOSI), and YouthPolicy.org, a first of its kind international ‘Digitally Connected’ symposium on children, youth, and digital media. The symposium sought to map and explore the global state of research and practice in this field, and to facilitate sharing, discussion and collaboration among the 150 academics, practitioners, young people, activists, philanthropists, government officials, and representatives of technology companies from around the world.   &nbsp

e-Government awareness among the techno-disadvantaged in the United States

This exploratory research focuses on awareness among techno-disadvantaged citizens in the United States. Specifically, we address whether awareness is associated with visitation and whether there are differences between those who are aware and those who are not aware. Following up on on a theory-based community initiative designed to improve computer literacy and access to information and communication technologies (ICT) for members of an underserved public housing community, a survey was undertaken. The results indicate that awareness is associated with visitation. Differences in demographic characterisitics, perceived ease of use (PEOU), and perceived access barriers between those who are aware of e-government websites, and those who are not, were found. While nearly half of the respondents are neither aware of nor have visited e-government websites, a slight majority is partaking of e-government services. We identify directions for future research and conclude by emphasizing the value of a theory-based community initiative to improve computer literacy, provide access to ICT, and advance e-government inclusion

A conceptual study of the factors influencing e-inclusion

With the advancement of the Internet and supporting Information and Communication Technologies, e-inclusion has emerged as an effective means to create opportunities for all and to further individual autonomy and capability in terms of using online services offered by public agencies. The aim of this paper is to offer a critical discussion on the role of e-inclusion from the user perspective, which goes beyond the demographic factors when adopting e-government services. Further, this paper explains the fundamental differences between digital divide and e-inclusion and examines why research focus is now shifting towards studying e-inclusion rather that digital divide in Europe. Through a conceptual analysis the authors examine the relationship between social inclusion and e-inclusion and how they contributes towards promoting the use of ICT to overcome exclusion and improve economic performance, employment opportunities, quality of life, social participation and cohesion