Access | Interpret | Create

 I have been alerted to another group of researchers at Otago Polytechnic who are looking at building resources for “Digital Information Literacy“
Their work so far is held on this wikiversity page

We had a meeting this week about the development of Core Studies 1 – Digital Literacy and discussed the impact of this information on our course design and vice versa.

I believe that we can add to this resource and use parts of it in our teaching, and for our students to access.

We really liked the words: ACCESS | INTERPRET | CREATE
(far better than our effort in a similar vein – aquisition, application, development…rubbish!)

We see these words as integrated throughout the paper, but that the emphasis of each area will be more or less depending on the stage the student is working at, with the idea that towards the end, as they have learnt more skills, they will be creating, more than aquiring new skills (access)

I attempted to put this into a table/image of sorts (access_interpret_create.pdf )against our 5 core areas of curriculum, to try and show that as one progresses through the papers (1-4), although you are doing some of each core, to begin with, you are doing more accessing and less creating, more of core area 1 and less of core area 5. And this turns around as you progress to the opposite ends of the scale.

Our main point of difference is that we need to quickly relate the digital literacy skills and knowledge to visual arts practice and teach skills most suitable to potential arts practice, so our paper veers towards this strand quite quickly and works to include more generic digital literacy information with specific arts related digital practice.