Group items tagged

"The 5 Resources Model provides a framework to articulate the scope and dimensions of digital literacies. It is based on an established model of literacy which is underpinned by critical perspectives (the Four Resources Model of Critical Literacy, after Luke & Freebody). It has been adapted for the digital context. The model has been developed to encompass the varied perceptions and meanings attributed to digital literacy. On the one hand some stakeholders put a strong focus on ICT, i.e. the skills involved in using computers, software and digitally enabled devices; others emphasise the social and interpersonal, creative and communicative skills highlighted by social media and Web 2.0; there are also critical and intellectual approaches associated with the term digital scholarship. Different stakeholders tend to emphasise different skillsets. The model therefore provides an overarching framework against which groups can develop a shared sense of the parameters and scope of digital literacy. This can inform the curriculum and map to graduate attributes as well as contribute to staff development and employability agendas."

The 4-D Model is based on Appreciative Inquiry (AI) which is a larger framework for human or organizational change. Like AI itself, it is based on a shift in paradigms on human interaction. The core can be captured in the idea that we create the world as we describe it.

Helen Beetham on learner experience including some diglit models.

Post looking at 3 approaches to literacy

abstract: Trinity University has established effective strategies for engaging faculty, administrators, and staff in information literacy instruction and assessment. Succeeding in an area in which many libraries struggle, the Coates Library at Trinity University offers a model for libraries seeking to actively engage their campuses through 1) establishing a common definition of information literacy; 2) developing workshops and grants; and 3) engaging in campus-wide information literacy assessment using rubrics. Furthermore, a survey of Trinity faculty, administrators, and staff reveals facilitators and impediments to campus acceptance of collaborative information literacy activities that can inform the evaluation efforts of librarians at other institution

Developing a digital literacies framework