'You've been frameworked': evaluating an approach to digital and information literacy at the Open University

This article explores the effectiveness of the Open University's (OU's) Digital and information literacy (DIL) framework (Reedy and Goodfellow, 2012) in promoting the integration of digital skills into modules and qualifications - a key strategic priority for the university - and in contr...

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Autores principales:	Katharine Reedy, Robin Goodfellow
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2014
Materias:	learning development digital literacy information literacy curriculum development distance learning skills development Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/2ea19d52047c4e30b6f8df8ca4318eab
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id	oai:doaj.org-article:2ea19d52047c4e30b6f8df8ca4318eab
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spelling	oai:doaj.org-article:2ea19d52047c4e30b6f8df8ca4318eab2021-11-29T14:03:38Z'You've been frameworked': evaluating an approach to digital and information literacy at the Open University10.47408/jldhe.v0i0.2911759-667Xhttps://doaj.org/article/2ea19d52047c4e30b6f8df8ca4318eab2014-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/291https://doaj.org/toc/1759-667X This article explores the effectiveness of the Open University's (OU's) Digital and information literacy (DIL) framework (Reedy and Goodfellow, 2012) in promoting the integration of digital skills into modules and qualifications - a key strategic priority for the university - and in contributing to cultural change in the digital practices of teachers and learners - a key aim for the UK HE sector as a whole. We trace the history of digital and information literacy in the OU curriculum and elsewhere, leading up to the development of the framework. Four sets of interviews tell the story of academic and library staff engagement with it. These case studies are supplemented by two further interviews giving the perspective of OU middle managers responsible respectively for learning design and digital and information literacy development. We evaluate the success of the framework, and suggest how it might be further developed in future. Conclusions point strongly towards the need to involve students in shaping their own skills development, as found in other recent research (for example, Jisc, 2011a; 2011b). Katharine ReedyRobin GoodfellowAssociation for Learning Development in Higher Education (ALDinHE)articlelearning developmentdigital literacyinformation literacycurriculum developmentdistance learningskills developmentTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning development digital literacy information literacy curriculum development distance learning skills development Theory and practice of education LB5-3640
spellingShingle	learning development digital literacy information literacy curriculum development distance learning skills development Theory and practice of education LB5-3640 Katharine Reedy Robin Goodfellow 'You've been frameworked': evaluating an approach to digital and information literacy at the Open University
description	This article explores the effectiveness of the Open University's (OU's) Digital and information literacy (DIL) framework (Reedy and Goodfellow, 2012) in promoting the integration of digital skills into modules and qualifications - a key strategic priority for the university - and in contributing to cultural change in the digital practices of teachers and learners - a key aim for the UK HE sector as a whole. We trace the history of digital and information literacy in the OU curriculum and elsewhere, leading up to the development of the framework. Four sets of interviews tell the story of academic and library staff engagement with it. These case studies are supplemented by two further interviews giving the perspective of OU middle managers responsible respectively for learning design and digital and information literacy development. We evaluate the success of the framework, and suggest how it might be further developed in future. Conclusions point strongly towards the need to involve students in shaping their own skills development, as found in other recent research (for example, Jisc, 2011a; 2011b).
format	article
author	Katharine Reedy Robin Goodfellow
author_facet	Katharine Reedy Robin Goodfellow
author_sort	Katharine Reedy
title	'You've been frameworked': evaluating an approach to digital and information literacy at the Open University
title_short	'You've been frameworked': evaluating an approach to digital and information literacy at the Open University
title_full	'You've been frameworked': evaluating an approach to digital and information literacy at the Open University
title_fullStr	'You've been frameworked': evaluating an approach to digital and information literacy at the Open University
title_full_unstemmed	'You've been frameworked': evaluating an approach to digital and information literacy at the Open University
title_sort	'you've been frameworked': evaluating an approach to digital and information literacy at the open university
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2014
url	https://doaj.org/article/2ea19d52047c4e30b6f8df8ca4318eab
work_keys_str_mv	AT katharinereedy youvebeenframeworkedevaluatinganapproachtodigitalandinformationliteracyattheopenuniversity AT robingoodfellow youvebeenframeworkedevaluatinganapproachtodigitalandinformationliteracyattheopenuniversity
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'You've been frameworked': evaluating an approach to digital and information literacy at the Open University

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