Digital literacies, or capabilities, has received much attention in the last few years in education. A number of digital capability frameworks and definitions exist (Beetham, McGill, & LittleJohn, 2009; Buckingham, 2010; Sharpe & Beetham, 2010). Few studies have contextualised these generic capabilities to explore how the curriculum is bridging the digital skill development of higher education students on way to becoming professionals of their discipline (Anagnostopoulou, 2013; OCSLD, 2013). The study explores how digital capabilities are conceptualised in the curriculum in particular disciplinary contexts using case study methodology. Undergraduate modules from different disciplines comprise units of analysis for a multiple-case study, drawing on a range of rich data, including academic, employer/professional, student perspectives and documentary sources. Biggs’ constructive alignment is used as theoretical framework to analyse how digital capabilities are conceptualised in each case. A unique feature of the study is to connect the perspectives of both the formal curriculum (staff and students) and that of professionals already practising in the discipline. Findings will feed into educational design principles of curricula and contribute a theoretical understanding of digital capabilities from a disciplinary lens.
The session will report on preliminary findings of this study based on interviews with staff. The session will of interest to those who are involved in curriculum design or digital capabilities or skill development.
Anagnostopoulou, K. (2013). Professionalism in Digital Education (PriDE) final project report. University of Bath/JISC.
Beetham, H., McGill, Lou, & Littlejohn, A. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Retrieved from http://www.caledonianacademy.net/spaces/LLiDA/uploads/Main/LLiDAreportJune09.pdf
Buckingham, D. (2010). Defining Digital Literacy. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen (pp. 59–71). Wiesbaden: VS Verlag für Sozialwissenschaften.
Sharpe, R., & Beetham, H. (2010). Chapter 6: Understanding students’ uses of technology for learning: towards creative appropriation. In R. Sharpe, H. Beetham, & S. de Freitas (Eds.), Rethinking learning for a digital age: how learners are shaping their own experiences (pp. 85–99). New York: Routledge.
OCSLD. (2013). Digital Literacy in the Disciplines table. Oxford Brookes University.
Keywords: curriculum design, digital capabilities, skills, disciplines