Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project
| dc.contributor | Ansley, Lucy | |
| dc.contributor.author | Hall, Richard | en |
| dc.contributor.author | Atkins, Lucy | en |
| dc.contributor.author | Fraser, Josie | en |
| dc.date.accessioned | 2014-04-15T09:13:32Z | |
| dc.date.available | 2014-04-15T09:13:32Z | |
| dc.date.issued | 2014-04 | |
| dc.description.abstract | Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city. | en |
| dc.explorer.multimedia | No | en |
| dc.funder | De Montfort University | en |
| dc.funder | Leicester City Council | en |
| dc.identifier.citation | Hall, R., Atkins, L. and Fraser, J. (2014) Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 22: 21440 | en |
| dc.identifier.doi | https://doi.org/10.3402/rlt.v22.21440 | |
| dc.identifier.uri | http://hdl.handle.net/2086/9892 | |
| dc.language.iso | en | en |
| dc.peerreviewed | Yes | en |
| dc.projectid | Digilit Leicester Framework Project | en |
| dc.publisher | Association for Learning Technology | en |
| dc.researchgroup | Institute for Education Futures | en |
| dc.researchinstitute | Institute for Research in Criminology, Community, Education and Social Justice | en |
| dc.researchinstitute | Centre for Urban Research on Austerity (CURA) | en |
| dc.subject | digital literacy framework | en |
| dc.subject | professionalism | en |
| dc.subject | radical collegiality | en |
| dc.subject | secondary education | en |
| dc.subject | transformation | en |
| dc.title | Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project | en |
| dc.type | Article | en |