Digital Literacy Across The Curriculum
www.futurelab.org.ukDigital literacy acrossthe curriculuma Futurelab handbookKEY TO THEMESOVERLEAF
Key to themesAcknowledgementsFuturelab understands that you may havespecific areas of interest and so, in orderto help you to determine the relevance ofeach project or publication to you, we havedeveloped a series of themes (illustrated byicons). These themes are not intended to coverevery aspect of innovation and education and,as such, you should not base your decision onwhether or not to read this publication on thethemes alone. The themes that relate to thispublication appear on the front cover, overleaf,but a key to all of the current themes that weare using can be found below:The authors would like to thank theteachers and students involved in the digitalparticipation project.Digital Inclusion – How the designand use of digital technologies canpromote educational equalityTeachers and Innovations –Innovative practices and resourcesthat enhance learning and teachingLearning Spaces – Creatingtransformed physical and virtualenvironmentsMobile Learning – Learning on themove, with or without handheldtechnologyLearner Voice – Listening and actingupon the voices of learnersGames and Learning – Using gamesfor learning, with or without gamingtechnologyInformal Learning – Learning thatoccurs when, how and where thelearner chooses, supported by digitaltechnologiesLearning in Families – Children,parents and the extended familylearning with and from one anotherFor more information on our themes pleasego to www.futurelab.org.uk/themesThis handbook and accompanying casestudies are available to download freeof charge from n.Andy Dewey and Year 5 students,Knowle Park Primary SchoolJoe Tett and Year 6 students,Knowle Park Primary SchoolLaraine Harris and Year 3 students,Charborough Road Primary SchoolKirsty Minter and Steve Pavey,Charborough Road Primary SchoolNeil Woodcock and Year 4 students,Luckwell Primary SchoolTim Browse and Year 3 students,Headley Park Primary SchoolAlexa Vickery and Year 4 students,Headley Park Primary SchoolBen Cotton and Year 9 geography students,St Katherine’s SchoolEmma Teasdale and Year 9 religious educationstudents, Ashton Park SchoolCarolyn Twist and Year 9 English students,Ashton Park SchoolRyan Lewin and Year 7 geography students,Brislington Enterprise CollegeBridget Chikonobaya and Year 7 maths students,Brislington Enterprise CollegePaul Hill and Year 11 science students,St Mary Redcliffe and Temple SchoolWe would also like to thank the Headteachersof the schools listed above and all those whoinformed and contributed to the project.The digital participation research project and theproduction of this publication has been fundedand supported by Becta.
CONTENTS1. Introduction22. The importance of digital literacy63. Digital literacy in practice184. Summary58Cassie Hague and Sarah PaytonFuturelab 2010
1. INTRODUCTIONDigital literacy is an important entitlementfor all young people in an increasingly digitalculture. It furnishes children and young peoplewith the skills, knowledge and understandingthat will help them to take a full and activepart in social, cultural, economic, civic andintellectual life now and in the future.Page 01To be digitally literate is to have access to abroad range of practices and cultural resourcesthat you are able to apply to digital tools. Itis the ability to make and share meaningin different modes and formats; to create,collaborate and communicate effectively and tounderstand how and when digital technologiescan best be used to support these processes.
Digital literacy involves critically engagingwith technology and developing a socialawareness of how a number of factorsincluding commercial agendas and culturalunderstandings can shape the ways in whichtechnology is used to convey informationand meaning.It means being able to communicate andrepresent knowledge in different contexts andto different audiences (for example, in visual,audio or textual modes). This involves findingand selecting relevant information, criticallyevaluating and re-contextualising knowledgeand is underpinned by an understanding ofthe cultural and social contexts in which thistakes place.Schools are increasingly encouraged to embedthe use of ICT in all subject areas acrossboth the primary and secondary curricula.Considering how digital literacy supportssubject knowledge can help to ensure thattechnology-use enhances teaching and learningrather than simply becoming an ‘add-on.’Indeed, if formal education seeks to prepareyoung people to make sense of the world and tothrive socially, intellectually and economically,then it cannot afford to ignore the social andcultural practices of digital literacy that enablepeople to make the most of their multipleinteractions with digital technology and media.Yet the notion of digital literacy and how it maytranslate to teaching and learning is not alwayswell understood. This handbook thereforeaims to support teachers to begin to thinkabout how to address digital literacy in theireveryday practice. It explores the importance ofdigital literacy and sets out some pedagogicaltechniques for fostering it in the classroomfrom within subject teaching.INTRODUCTION1.1 ABOUT THIS HANDBOOKDigital literacy gives young people the abilityto take advantage of the wealth of new andemerging opportunities associated with digitaltechnologies whilst also remaining alert to thevarious challenges technology can present.In short, digital literacy is the ‘savvyness’ thatallows young people to participate meaningfullyand safely as digital technology becomes evermore pervasive in society.11.1 ABOUT THISHANDBOOKThis handbook is aimed at educationalpractitioners and school leaders in bothprimary and secondary schools who areinterested in creative and critical uses oftechnology in the classroom.Although there is increasing policy and researchattention paid to issues related to digital literacy,there is still relatively little information abouthow to put this into practice in the classroom.There is even less guidance on how teachersmight combine a commitment to digital literacywith the needs of their own subject teaching.How can digital literacy be fostered, for example,in a maths or science lesson?3
INTRODUCTION1.1 ABOUT THIS HANDBOOK1This handbook aims to introduce educationalpractitioners to the concepts and contextsof digital literacy and to support them indeveloping their own practice aimed at fosteringthe components of digital literacy in classroomsubject teaching and in real school settings.The handbook is not a comprehensive ‘how to’ guide; it provides instead a rationale,some possible strategies and some practicalexamples for schools to draw on. The firstsection details the reasons teachers shouldbe interested in digital literacy and how it isrelevant to their subject teaching. It looks at theincreasing role of technology in young people’scultures, the support they may need to benefitfrom their engagement with technology andthe way in which digital literacy can contributeto the development of subject knowledge.The second section discusses digital literacyin practice and moves through a number ofcomponents of digital literacy discussing howthese might be fostered in the classroom.4The handbook ends by looking at issues relatedto continuing professional development forteachers and the ways in which digital literacycan support whole-school initiatives.It is teachers that are expert in their ownschool context, in the needs of their studentsand in the pedagogical techniques requiredto support learning. This handbook has beeninformed by the work of fourteen teacherswho are interested in how technology is usedin classroom teaching and who took part inFuturelab’s digital participation project. Ratherthan being prescriptive, it aims to provideinformation which will help teachers to makethe best use of their own expertise to supportstudents’ emerging digital literacy.
INTRODUCTION1.2 THE DIGITAL PARTICIPATION PROJECT11.2 THE DIGITALPARTICIPATIONPROJECTThis handbook is a result of a years’ researchproject in which Futurelab researchers workedwith eight primary school and six secondaryschool teachers in order to co-developapproaches to fostering digital literacy inthe classroom.The project was informed by a review of theresearch literature1 in the field and meetingswith a number of academics and researchersknown for their work on media, information anddigital literacies2.The teachers involved in the project workedwith researchers and other teachers to explorethe concept of digital literacy and its relationto subject learning and to think about how theymight foster their students’ digital literacy fromwithin work already planned and scheduled fora particular half term. They planned teachingactivities aimed at developing digital literacyalongside subject knowledge and trialed theseactivities in their own classrooms.Where possible, this handbook draws on theresearch in order to provide practical examplesto support the guidance. In addition, a setof digital literacy case studies are publishedalongside this handbook, which set out theclassroom activities teachers undertook ingreater detail.1. Hague, C and Williamson, B (2009). Digital Participation, Digital Literacy and School Subjects: A review of the policies, literature andevidence. Bristol: Futurelab. Available online: www.futurelab.org.uk/resources/documents/lit reviews/DigitalParticipation.pdf2. Thanks is therefore due to Guy Merchant, Julia Davies, Andrew Burn, John Potter, David Buckingham, Cary Bazalgette, JosieFraser, Martin Waller and Tabetha Newman5
2. THE IMPORTANCE OFDIGITAL LITERACYWhy is digital literacy important and why shouldteachers develop digital literacy from withintheir subject teaching?This section begins by discussing the expandingrole of digital technology and media in societyand in young people’s cultures. It looks at theimportance of supporting all young people toeffectively engage with the possibilities thattechnology offers as well as the way it canaffect their lives.We then move on to discuss how digital literacycan support the development of subjectknowledge in the context of a society in whichinformation and meaning are increasinglycreated and communicated throughtechnologies such as the internet.Page 01 Credit Here
2.1 DIGITALCULTURESTHE IMPORTANCE OF DIGITAL LITERACY2.1 DIGITAL CULTURESOver the past decade digital technologies havebecome embedded in popular culture. Mobilephones are widely used by young people andadults alike. Websites such as YouTube andWikipedia are the first port of call for manypeople seeking information about a chosen areaof interest. TV, films and music are stored andaccessed on computers, MP3 players and online.Email allows instant communication betweenpeople across the world. Online shopping andbanking have become more prevalent andgovernment services have become increasinglyinternet-based. Both online and offline gamingfeature prominently in many people’s lives andWeb 2.0 technologies such as social networkingsites allow people to collaborate by sharing andediting online content.Although we cannot and should not overlookthe inequalities that still exist in access todigital technology and the internet3, it can besaid that digital media is now a central aspectof most people’s lives, whatever their age.The skills, knowledge and understandingof digital literacy are therefore becomingindispensible as young people grow up in asociety in which digital technology and mediaplay an ever more important role.Young people’s digital culturesJust as technology is playing an increasingrole in culture generally, so too does it play agrowing role in the lives of children. Childrenand young people are engaging with digitalmedia and using a wide variety of technologiesat younger and younger ages4. They are likely tobe watching TV and films and listening to musiconline and offline, playing computer games,creating MySpace or Facebook pages or, foryounger children, taking part in Club Penguin5.Some children may also be creating, editingand sharing their own cartoons, animations,films, music or other media.2Children and young people, then, are activelymanipulating digital media to participatein social and cultural life outside of schooland making and sharing media has becomeincreasingly important in the way that youngpeople communicate with each other6.This means that children need to be ableto negotiate information in multiple modes(textual, visual, audio and so on) and need tolearn how meaning can be represented inthose modes7.3. In 2009, a quarter of households in Britain had never had access to the internet. For more information internet use in Britain seeDutton, WH, Helsper, EJ and Gerner, MM (2009). The Internet in Britain 2009. Oxford Internet Institute, University of Oxford.4. See, for example, Evans, J (ed) (2004). Literacy Moves On: Using popular culture, new technologies and critical literacy in theprimary classroom. London: David Fulton Publishers.5. Club Penguin is a virtual world for children of 6-14 years old owned by Walt Disney Corporation.6. Wiegel, M, James, C and Gardner, H (2009). Learning: Peering backward and looking forward in the digital era. ILJM 1,17. Gunther Kress, for example, argues that texts are becoming increasingly multimodal and screens are coming to replace booksand the page as dominant media. See, for example, Kress, G (2004). Reading images: Multimodality, representation and new media.Conference Presentation. ess2/Kress2.html7
In addition, some young people are usingtechnology to design and author their ownmedia. They may, for example, be creating aMySpace page or producing and editing musicand film and sharing it online. Many youngpeople may also be regularly sending eachother video clips from YouTube, for example,or cartoons and photos they have found on theinternet. Their aim may solely be to make theirfriends laugh or it may be more complex andambiguous. In either case they are using digitaltechnologies to communicate and therefore tocreate and share meaning in multiple formats.THE IMPORTANCE OF DIGITAL LITERACY2.1 DIGITAL CULTURES“We can’t put the genie back in the bottle.Young people today expect to be able toappropriate and circulate media for their ownself-expression.” 9Digital literacy supports this process of youngpeople becoming active meaning-makers.10Rather than preventing young people fromengaging creatively with technology, a focus ondigital literacy in the classroom can help themto expand and extend their use of technologyfor creativity and self-expression and to developa greater understanding of the complexities ofwhat they’re doing.2It also means that many young people areparticipating in multiple, distributed onlinenetworks and need to learn how to negotiateand manage their participation in thesenetworks. Digital technologies, including therise of social networking sites and onlinegaming, have made it easier for young people tobe simultaneously connected to groups of theirfriends, peers and others who may be widelyinterspersed in geographical space. Digitalliteracy facilitates processes of interactionand participation and allows students tobecome active rather than passive in inter personal contexts.8There is, after all, much to be excitedabout in terms of the possibilities thatdigital technologies offer for children’sself-expression, creativity and learning.Technologies such as the internet can offerextensive opportunities for informal learningand for expanding where, how, what and withwhom children learn.Education systems need to help youngpeople to understand and benefit from theirengagement with digital technology and digitalcultures. Fostering digital literacy in theclassroom provides one way in which to makesubject learning relevant to a society in whichgrowing technology use is changing the waythat both adults and children represent andcommunicate information and meaning andparticipate in cultural life.8. Davies, J and Merchant, G (2009). Web 2.0 for schools: Learning and social participation. New York: Peter Lang: 159. Ito, M (2009). Media literacy and social action in a post-Pokemon world. A keynote address for the 51st NFAIS Annual dia literacy.html10. Many approaches to the Sociology of childhood are also coming to position children as active meaning-makers. See, for example,Prout, A and James, A (1997). A new paradigm for the sociology of childhood. In A James and A Prout (eds) Constructing and8Reconstructing Childhood. London: RoutledgeFalmer
Activity: Children these days111What it means to be a child is socially andculturally contingent. It varies in timeand place.With colleagues, discuss what you thinkmakes a typical childhood for the young peopleyou teach.THE IMPORTANCE OF DIGITAL LITERACY2.1 DIGITAL CULTURESWhat are your shared assumptions aboutchildren these days?What are the most important influences onthe children of today (eg media, family)?What are the implications for you as asubject/year group teacher?How should schools respond to thoseinfluences constructively and positivelyfor children?How might this affect the ways you teach?Digital natives?As attention is increasingly given to childrenand young people’s interaction with digitalcultures, it is easy to assume that young peopleare ‘digitally native.’ It is often alleged thathaving grown up with technology, young peoplehave a wealth of digital technology skills thatfar surpass those of their ‘digital immigrant’parents and teachers.12Many young people are confident in using awide range of technologies and often turn to theinternet for finding information. They appear tobe able to learn to operate unfamiliar hardwareor software very quickly and may take on therole of teaching adults how to use computersand the internet.This is not evenly spread amongst all youngpeople, however, but is instead affected byissues of class, race, gender and nationality.Researchers point to a ‘participation gap’ whichsignals unequal access to the opportunities,skills and experiences that will preparestudents for life in the 21st century.132In addition, teachers are increasinglyreporting that many young people are not asknowledgeable and ‘savvy’ as they can appearto be. Young people’s confidence about theiruse of technology can be misleading.Students frequently struggle with their researchskills when searching for relevant informationon the internet, for example. They can findit hard to select the information they need.Teachers who set research tasks as homeworkcomplain of ‘copy and paste syndrome’, thesituation in which they find entire chunks of,often only vaguely relevant, information whichhas been copied and pasted from a websiteinto a student’s homework without the studentengaging with its content.11. This activity is taken from the Futurelab handbook ‘Curriculum and teaching innovation’Available online: /curriculum and teaching innovation2.pdf12. See, for example, Prensky, M (2001). Digital natives, digital immigrants. On the Horizon 9,5: 1-5. Critiques of the idea of the ‘digitalnative’ include: Facer, K, Furlong, J, Furlong, R and Sutherland, R (2003), Screenplay: Children and computing in the home. London:Routledge. Buckingham, D and Willett, R (eds) (2006). Digital Generations: Children, young people and new media. London: LawrenceErlbaum Associates Publishers. Vaidhyanathan, S (2008). Generational myth: Not all young people are tech-savvy. Chronicle of HigherEducation, 55,413. Jenkins, H, et al. Confronting the challenges of participatory culture: Media education for the 21st century. McArthur 7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS WHITE PAPER.PDF9
THE IMPORTANCE OF DIGITAL LITERACY2.1 DIGITAL C
society in which digital technology and media play an ever more important role. Young people’s digital cultures . Just as technology is playing an increasing role in culture generally, so too does it play a growing role in the lives of children. Children and young people are engaging with digital media and using a wide variety of technologies
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1.4 Children's digital literacy: policy landscape 1.5 Digital literacy frameworks 1.6 Snapshot of UNICEF's work in the field of digital literacy 1.7 Key takeaways Part 2 Towards a holistic vision for digital literacy 2.1 Introduction 2.2 Digital literacy as part of the broader skills for learning 2.3 Towards a UNICEF definition of digital .
