{"title":"Developing Library Staff Digital Literacies","authors":"C. Inskip","doi":"10.29085/9781783301997.012","DOIUrl":"https://doi.org/10.29085/9781783301997.012","url":null,"abstract":"There are fundamental changes in the library and information profession caused by the widespread adoption of digital technology. Individuals, employers, professional associations and library schools all have a part to play in continuing staff development. The digital literacies or digital capabilities of staff across sectors are increasingly important in terms of service delivery and quality evaluation. This chapter examines the contextual perspectives of a selection of key associations in the UK and considers how these inform their delivery of digital literacies to their members. Self-directed development is also considered, suggesting that a combined top-down / bottom-up approach to staff development is likely to produce optimal results, not least because, without the resourcing provided by policy-driven outputs, grass roots initiatives are unsustainable.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129028254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Copyright and Digital Literacy: Rules, Risk and Creativity","authors":"C. Morrison","doi":"10.29085/9781783301997.009","DOIUrl":"https://doi.org/10.29085/9781783301997.009","url":null,"abstract":"Copyright is now an inescapable aspect of learning and research when using digital technologies, and therefore awareness of it is a fundamental part of digital literacy. Rather than being a separate concept that can be considered in isolation, copyright implications arise whenever anyone creates, interacts with or shares content with others. It is therefore woven through all the key aspects of digital literacies and capabilities, with particular relevance for the ethics of sharing. This chapter from the book Digital Literacy Unpacked (Reedy & Parker, Facet 2018) identifies the relationships between copyright and digital literacy, discussing ideas of rules and risk in institutional and non-institutional contexts. In additional it summarises the author's approach to copyright education using games and other creative approaches.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114799417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Students in the SADL: Lessons From LSE's Digital Literacy Programme","authors":"J. Secker","doi":"10.29085/9781783301997.008","DOIUrl":"https://doi.org/10.29085/9781783301997.008","url":null,"abstract":"This chapter focuses on a three-year digital literacy programme that ran at London School of Economics and Political Science (LSE) from 2013-2016, aimed at undergraduate students. The programme scaled up over this period to support students’ digital and information literacies using a student/staff partnership approach. Some of the challenges involved making the programme sustainable and scalable and while it ultimately did not continue, SADL provided inspiration to other institutions in the sector . The chapter provides valuable lessons for anyone working in the field of digital literacy support for students and offers strategies for success including suggestions about how to work in partnership with students.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"317 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123491530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Trouble With Terminology: Rehabilitating and Rethinking ‘Digital Literacy’","authors":"J. Secker","doi":"10.29085/9781783301997.003","DOIUrl":"https://doi.org/10.29085/9781783301997.003","url":null,"abstract":"This chapter explores the terminology in the field of digital literacy, how it relates to other literacies (e.g. academic literacy, information literacy) used in education. It explores the opportunities and challenges the terminology presents to those working in a evolving and somewhat contested landscape of higher education. It argues that if approached sensitively and thoughtfully then digital literacy could be viewed as a ‘bridging term’ that could allow related professional support staff to work together collaboratively. The chapter provides a model for improving learning support across an institution by developing a shared framework and holistic approach. Too often support services compete with each other for students attention and are not properly integrated into the discipline in which a student studies. This can lead to duplication of effort and gaps in provision, but more importantly it suggests to students that such support is remedial and not a core part of their discipline. By working collaboratively to develop a framework and definition of the literacy support that students need and supporting academic staff to understand the vital role that they play, digital literacy can be an opportunity to refresh and refocus student learning in higher education.","PeriodicalId":206189,"journal":{"name":"Digital Literacy Unpacked","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115085358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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