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This is a chapter I have read for my master module. I have highlighed some interesting stuff around making elearning accessible.

Project by Dr. Emma Coonan "IntroductionThis short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.Project aims and objectivesThis project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years. Specifically the project aimed:* To understand the information needs of future undergraduate students on entering higher education* To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education* To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age* To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Talking Ed's is a new electronic resource made by students for students. The resource is a friendly welcoming gateway for new students and their expectations of studying at Edinburgh.  

Site for the 157 Group's E-Ambassador initiative (started ca 2012). "e-Ambassadors are students with good technical skills who liaise with fellow students, their tutor and the e-Learning team. The aim of the e-Ambassador programme is to enable students to influence how technology is used in their course. We anticipate that this programme will result in inspired and engaged independent learners. "

Came across this today, a project influenced by the JISC funded PEDL e-guides project at Coleg Llandrillo, predecessor to the college's current PADDLE #jiscdiglit project. I can see that they presented at an RSC London E-factor conference.

"The 2011 ECAR National (USA) Study of Undergraduate Students and Information Technology gathered stratified data from "3,000 college Students from 1,179 colleges and universities" via an opt-in invitation-only online questionnaire, in June 2011."

JISC funded project. CASCADE is designed to develop digital capability across the University of Exeter, focusing initially on the experience of postgraduate researchers and on the University's strengths in research-led teaching. Our mode of working is highly collaborative, with 'students as change agents' cascading digital know-how across the five Colleges. We also work in a scholarly way, researching the unique digital literacies of different subject areas and understanding existing practices with digital technology before working with staff and students to enhance them.

Developing student/staff digital capabilities through innovative practices.

Students without the skills to use digital tools risk an inferior learning process at best, and being left behind at worst

"We need to stop digital literacy training that uses the internet and social media to achieve pre-defined outcomes. For example, working backwards from goals such as finding a job or setting up a business. This might address immediate student anxieties but it is a short-term solution. Based on my experiences of working with students and academics, I would make a case for digital literacy to be much more than the mechanical operation of tools and technology. It should enable us to use the social digital landscape for reflection and conversations. And in our ability to enter into dialogue on the basis of shared values, we become individual agents of change." Dr Abhay Adhikari

"Today's society is becoming more and more socially focused with each passing day. Social media is not simply a passing trend; it is here to stay. Now more than ever, students need to understand the basics of social media and how it can affect their future both negatively and positively. A strong or weak social media presence now affects both college admissions and the workforce."

A Lancaster University student looks at the pros and cons of Wikipedia in the Guardian. Includes extracts from interviews with two Lancaster academics.

In combination with academic literacies, digital and information literacies represent a broad spectrum of knowledge and skills that ideally should be developed as an integral part of subject specific learning. The challenge at an institutional level is helping academic staff and students achieve this in a manner that is fully integrated and sustainable. As part of the JISC funded Digidol Project (http://digidol.cardiff.ac.uk) at Cardiff University work is being done to create a common framework and methodology to enable professional services staff, academic staff and students to arrive at a shared understanding of what literacies are required and how they can best be realised through meaningful learning and teaching practices.

Getting kids to really focus on what exactly they are searching for, and then be able to further distill idea into a few key specific search terms is a skill that we must teach students, and we have to do it over and over again. We never question the vital importance of teaching literacy, but we have to be mindful that there are many kinds of "literacies". An ever more important one that ALL teachers need to be aware of is digital literacy. 

Worcester College of Technology is coming to the end of a two year project where we have been researching digital literacy skills in our students and teachers and develop resources to improve digital literacy. One of the main outputs of this project are 2 OCN level 2 Qualifications. These are *Blended Online Learning Delivery (BOLD) is aimed at teachers, and consists of three individual level 2 units building to 3 credits for the qualification. *Online Skills for Learners (OSL) is aimed at students, and also consists of three individual level 2 units building to 3 credits for the qualification. We have built Moodle courses for each of these units which we are sharing freely under creative commons licence. If you are interested in finding out more about this please visit our Digital Literacy Moodle at http://diglit.wortech.ac.uk and set up your own account to gain access. At this site you will be able to view, and if you wish download the courses to install on your own Moodles, as well as find out more about how we have developed digital literacy and blended learning at Worcester College of Technology

The insertion of social media in education has the potential to advance core aims of our society: to teach students how to engage with their families, neighbors, and communities in a new way. The combination of social media and education requires that we teach students how to become literate in a digital world. The skills of literacy are no longer just about reading and writing, but about abilities that surround our responsibilities as authors. In Digital and Media Literacy: A Plan of Action, researcher Renee Hobbs offers that digital and media literacy is constructed of five crucial abilities:

The Skills Hub is an open access resource containing videos, guides, interactive tutorials and blog posts covering core academic skills areas at an array of levels. It is for use by students, schools, researchers and the community. The creator of the resource just won a national award for the project.

The Skills Hub is an open access resource containing videos, guides, interactive tutorials and blog posts covering core academic skills areas at an array of levels. It is for use by students, schools, researchers and the community. The creator of the resource just won a national award for the project.

The emphasis should be on building digital communication skills so that students can share and develop their ideas and aspirations online, says Dr Abhay Adhikari

Plagiarism is using others' ideas and words without clearly acknowledging the source of that information. The World Wide Web has become a more popular source of information for student papers, and many questions have arisen about how to avoid plagiarizing these sources.

"Digital media is quickly replacing traditional media forms as those most accessible to most 21st century learners. The impact of this change is extraordinarily broad, but for now we'll narrow it down to changes in how learners respond to the media they consume. The most fundamental pattern of formal academia is to read something and then write about it. Sometimes this writing comes in the form of responding to questions, while other time it's in the form of an essay. And sometimes the reading is watching, playing with, or otherwise interacting with a digital media. So I thought it might make sense to compile a list of "things" learners can do as the result of "consuming" a digital media."

We have created a Digital Literacies Toolkit aimed at helping students explore the educational uses of Web 2.0 tools and develop good practice in the use of social software and the internet. It's open to all to use