Resource: Digital Literacy Facilitation cards

These cards build on the Information Literacy Facilitation Cards developed by the Open University's Library Services Unit

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Rebecca Galley
25 January 2013

These cards build on the Information Literacy Facilitation Cards developed by the Open University's Library Services Unit as part of the JISC funded OULDI project. In particular, mentions should go to Katharine Reedy and Robin Goodfellow for the development of the framework on which these cards are based and Simon Cross who designed them.

Update: An updated set of cards (v36) has been added 3rd March 2014. Use link above.

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Digital Literacy Facilitation Cards

Digital Literacy Facilitation Cards

added by Rebecca Galley

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Art Oglesby
9:30pm 25 January 2013


Talk about "Just In Time Resources"

So greatful!       Just what I needed.

caroline kuhn
10:17am 26 January 2013


Uooo!! Great guide for planning and assessing later. Thank you ! 

Alice （Xin） Huang
12:16am 29 January 2013


Agree! great resources! 

Bob Ridge-Stearn
9:53pm 11 February 2013


Hi Rebecca,

I agree these look very interesting and useful. However, can you offer any suggestions as to how they might be used? Are there any tried and tested activities?  Also, can I assume that the OU's levels 1 to 3 equate to UK HE levels 4 to 6? ie years 1 - 3 of undergraduate degree courses?

Many thanks

Bob Ridge-Stearn

Rebecca Galley
10:33am 12 February 2013


Hi Bob - yes that's right about the levels. I'm sure there are digital literacy frameworks being develped for other areas of education and in other countries which can be similarly adapted into thinking tools if these don't fit with your setting. My view is that these frameworks often  focus on identifying broad skills rather than learning outcomes and these are harder for educaters to work with because then they individually have to work out how a learner with these broad skills might demonstrate them, in comparison to a learner that doesn't.  For me that's why these cards are so useful to us as learning designers.

Where we have used them in workshops we have tended to use them alongside/from a constructive alignment perspective (where outcomes, activity and assessment are explicitly aligned) i.e:

  1. Identify which dig lit learning outcomes are key (to those learners, in that context etc) - maybe one from each category to start with??
  2. Rework the outcomes to fit context as required (eg a social worker will need to use these skills differently to a soil scientist, and different ethical frameworks will apply)
  3. Identify contextually relevant activities which will provide opportunities to develop, practice and reflect on the skills/attitudes/ knowledge required to meet the outcomes
  4. Identify mechanisms for formative and summative assessement which will effectively discover wheter the outcomes have been met.

What we have found in workshops is that often there is a big ah-ha at the realisation that a curriculum that promotes digital literacy must be very different to a traditional curriculum. You probably don't want more reading at the moment but in case you want to come back to this I have added a link to a 1996 paper by the 'New London Group' (pdf) who suggest  four design components for multi-liteacy learning: Situated practice; Overt instruction; Critical framing; Transformed practice.

I think these would also be useful tools to use directly with learners too e.g. to establish expectations, a set of personal learning goals and criteria for success.

Bob Ridge-Stearn
3:17pm 7 January 2016


I find myself back here for another set of cards. Two years have passed and I'm delighted to find the resoucrse still available.

Bob.

Rebecca Galley
3:26pm 7 January 2016


Hi Bob :-)

For more OU Learning Design stuff see http://www.open.ac.uk/iet/learning-design/downloads

We have a great new student personas activity resource set too which we must get up here.

Rebecca

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