UOW Library has released a new episode of the Light On podcast, focused on this years theme for Open Access Week: Open for Climate Justice.
The podcast is hosted by Sam Hutchinson, produced by (Digidex Blog member) Kristy Newton and features UOW academics Georgia Watson and Distinguished Professor Sharon Robinson, PhD candidate Teaniel Mifsud, and UOW Library’s Clare Job.
In the podcast, you’ll hear about:
how citizen science and science communication contribute to the accessibility of research for a wider audience
how the current Antarctic Futures exhibition at UOW combines scientific research, art and early learning activities to engage people of all ages with social justice and climate science.
how citizen science not only informed UOW research on how people encounter sharks while swimming, surfing or sailing, but also grew into a communication tool and opportunity for sharing knowledge between those involved too
how much people engage with the content in Research Online, because it wouldn’t be a UOW Library podcast without some Research Online statistics! (spoiler: already 2 million downloads this year).
By Kristy Newton, Digital Literacies Coordinator (UOW Library)
Digital literacies, digital capabilities, digital dexterity… no matter what you call them, these are an essential and complex set of practical skills, attitudes and contextual understanding that help us navigate and interact with the digital world. They can span everything from learning how to use a new piece of software, to understanding how communication styles differ depending on the channel you are using to communicate, to developing a growth mindset that enables you to engage in a process of continual learning and development. This post outlines the process of developing the UOW Student Digital Skills Hub as a strategy for supporting student digital skill development.
A collaborative approach
At UOW, we recognised that a collaborative approach was essential for supporting student digital literacies and that this collaboration needed to be seamless for students to access. There had been collaborative work on developing an institutional approach to digital literacies for a few years, but the unexpected challenges of COVID19 and the rapid transition to remote learning meant that a lot of that work was paused to allow staff to address the immediate challenges presented by the pandemic. Libraries are often champions of digital literacy development, but the complex interplay of practical skills and digital behaviours means that digital literacy support at an institutional level spans several units with areas of expertise. The IT support units are an obvious match for the development of technical skills, but the development of digital capabilities at University also incorporates clever learning design that means students encounter these development opportunities in ways that are meaningful for their learning, and a future careers perspective that contextualises their skill development in relation to their professional post-University lives.
Stakeholders from the Pro Vice Chancellor (Students) Unit, Information Management and Technology Services (IMTS) Unit, and Learning Teaching & Curriculum (LTC) Unit are all strategic partners in the creation of the Digital Skills Hub. While the Library has a strong history of supporting digital literacies, as well as supporting the more traditional information literacies, it was important to us, that the site was not recognised solely as a Library site. We felt that this might compromise the value of the site for students who might think it was just about using databases rather than the broader range of digital skills and behaviours that make up their everyday lives.
The Digital Skills Hub
In late 2021, the Deputy Vice Chancellor (Academic and Student Life) revitalised the institutional conversation about digital literacies as part of a strategy for supporting student success, and identified the Library as a key stakeholder in this initiative. In response, we created an online Digital Skills Hub – a one-stop shop for students to be able to access all the digital literacy support that they needed. The Hub provides a consistent location for students who don’t know where to find digital literacy support, recognising that they often need to seek support from a variety of different units and departments, but don’t know which unit to approach for help with their specific problem. Having all the content in one place makes this an easier proposition, particularly for students who are less digitally literate. Pragmatically, because we had the support of the DVC (A&SL), we were able to secure support in embedding a link to the Digital Skills Hub in all the subject Moodle sites. This means that it was easily accessible for most students, in a location that they were already accessing for academic purposes.
One of the factors that made the Digital Skills Hub possible, was the acquisition of the JISC Digital Capabilities service. This included the Discovery Tool, a tool which allows students to undertake a self-assessment and receive a personalised report on their digital skills. Alongside the Discovery Tool, the JISC site provided a suite of support resources, and capacity for us to create UOW specific support resources that are embedded in the JISC reports. The JISC interface also provides us with valuable information in the form of an institutional dashboard. This highlights student skills across the different capability areas and provides a heat map of where the strengths and areas for development lie across different student types and different faculties. The data is de-identified, so we can’t see what a particular students progress might look like, but it does give us a good idea of trends, enabling us to target support services where they are needed.
A one stop shop for digital skills information
There are three main ways that the Digital Skills Hub supports students: – It provides them with access to the JISC Discovery Tool, a self evaluation tool that illustrates each student’s personal strengths and weaknesses in relation to digital skills and provides them with a customised report and suggested actions/resources for developing those skills further.
– It explores Digital Capabilities through the lens of the JISC Digital Capabilities Framework, and highlights how those framework areas relate to everyday skills and digital behaviours
– It provides them with easy access to a knowledge base of FAQs on a variety of digital skills topics and gives them the opportunity to chat/ask a question. This knowledge base incorporates existing relevant FAQs as well as newly created FAQs that are specifically designed to support the needs of the Hub.
There is also a rating system for students to rate their satisfaction with the site, as well as a link for them to provide feedback.
Key points to consider
For institutions interested in doing something similar, the following points are worthy of consideration.
It’s important to get the strategic support of the different units that make up the digital literacies support services for students. Creating a site where some support is offered, but students need to go elsewhere for different kinds of tasks, just creates barriers for students.
An accessible and well-designed platform is key to the success of the site. You want to make sure that students with lower levels of digital skills can access the site and find it easy to navigate.
Centre the development of the site on the needs of the students who will be using it. We are using an iterative design process, which means that we take on board student feedback and insights from the literature to inform the way the site develops. We see the Digital Skills Hub as a constantly evolving resource that will continue to be shaped and developed by the needs of the people using it.
Six months on from the creation of the site, we are currently engaged in a process of seeking feedback to inform the way that the site develops in the future. This is driven by an iterative, human-centred approach to content development that commits to continuously evaluating whether the site meets user needs, and adapting and evolving the site to ensure it continues to do so.
By Mish Boutet, Digital Literacy Librarian, University of Ottawa (Canada), email@example.com
Bonjour and hello. I am a Digital Dexterity Guest Champion, Mish Boutet, from the University of Ottawa in Canada. I would like to introduce Ateliers sur demande | Instant Workshops, free and open short lessons on digital skills for higher education in French and English.
The University of Ottawa is bilingual. To serve our community, it is important to have resources in both French and English. It isn’t always easy to find good quality, digital dexterity-building resources available in both languages though. This being the case, I tried to make some.
Not by myself. I had the gracious help of collaborators from six other Canadian universities. It has been an excellent teamwork experience.
We got a bit of funding. I mention this not to boast but to explain why I am now copy-pasting the following acknowledgement: Ateliers sur demande | Instant Workshops was made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Check.
We set to work on this for about a year. We had an idea about the kind of resource we wanted to create: the kind we always hope to find when we search for stuff. We wanted a series of ready-to-go video-based microlessons that lone learners could use for self-instruction or instructors could include in their courses.
flexible to support multiple learning preferences,
humanised to mitigate the distancing effect of instructional videos, and
structured to help creators develop content more easily.
I believe we did a good job meeting most of these criteria most of the time.
We used Jisc’s digital capabilities framework to scope the range of topics from which we could choose. Based on identified needs and on collaborators’ interests, Instant Workshops topics include:
using password managers
using content blockers
creating bibliographies with ZoteroBib
linking Google Scholar with your library
identifying peer-reviewed content
adding tables of contents in Word
adding page numbers in Word
saving as PDF/A in Word.
Eachworkshop follows a consistent structure and includes:
a French and English version,
a brief description,
a short video lesson,
an interactive transcript*,
a brief task for learning and review question, and
a downloadable text-based version of the lesson.
Our hope is that this structure keeps workshops straightforward yet flexible for learners, as well as manageable for workshop creators.
*Interactive transcripts let you jump to any part of a video by selecting any bit of text in the transcript. We were able to include these thanks to the free, accessible, browser-based media player, Able Player.
My university’s Teaching and Learning Support Service built the great website that houses our workshops. We launched the project with 12 workshops earlier in 2022. We are proud of what we accomplished, but we realise that our content scarcely begins to cover all that is possible with digital dexterity development. So, we are currently planning Instant Workshops, Season 2. I’m interested in more content around digital creation and digital wellbeing. I’m also interested in identifying new collaborators to bring their expertise to create even more content.
So, there you are. Please use Instant Workshops if you think it looks useful. And feel free to reach out to let us know what you think of it.
By Dr Sara King, Training and Engagement Lead, AARNet (Australia’s Academic & Research Network); and members of the GitBook project group
It is of critical importance that publicly funded institutions create open knowledge that is available to everyone. So we’re embarking on an adventure to create the Digital Skills GitBook. It will be a living, open-source online guide to ‘modern not-quite-technical computer skills’ for researchers, library staff, and academics, ideally written in a way that will be accessible for everyone. In the spirit of Open Science, the contents of the book are being created so that they will be accessible to all levels of an inquiring society; amateur or professional.
CAUL’s Digital Dexterity Champions and their communities have set out to create an online book using static web technology on the GitBook platform. Utilising the connected GitHub notification system, creators and users can submit content, flag issues, and ask questions related to the format and the content via GitHub. The continuing maintenance of the book, to adapt to the ever-changing requirements for updates, is designed to encourage participation as an essential part of the process of creating a truly community-created resource.
Our progress so far:
We submitted a proposal to CAUL with the help of their new Director of Strategy & Analytics, Kate Davis. They approved our project brief and we were launched.
We attended ARDC GitHub training – on Zoom! This was a 3.5-hour workshop where our patient instructors, Matthias and Liz, showed us how to create a repository, how to edit our GitBook ‘from the back end’ in GitHub, and how to make sure that we shared all of our adventures with each other in one space.
We created a test private GitHub repository and GitBook – sharing recipes, recording our steps as we went. This is a place where we could experiment and fail, and help each other. We learned some important lessons here without damaging our main project! For example – don’t delete branches …
How we are collaborating:
Members from WA all the way to NZ attend fortnightly meetings over Zoom to discuss our progress, barriers, workarounds, and how we can spread the word to our wider communities.
We are making the most of a wide variety of systems and channels to keep track of our progress – Slack, Teams, CloudStor, GitHub issues log, and email. This is extending our capabilities in digital communication, collaboration and participation – together with stretching our brains!
Still to come:
We have SO MANY new concepts to learn – slugs, merges, pull requests, static web technology… it’s exciting!
We are creating our strategy and content plan, and developing a chapter outline (one idea is to use CAUL’s Digital Dexterity Framework categories as chapter headings to make it relevant for our library communities).
We’re even planning to present at VALA 2022!
We want to extend the project beyond the Digital Dexterity Champions network, to others in our library and university communities.
This project is part of our own push towards Digital Dexterity and using some of the attributes outlined in the framework, such as agility, collaboration and creativity, in order to produce a useful resource for our broader communities and their own Digital Dexterity. If we get it right, it’ll be a win-win!
If you are interested in learning more about the Digital Skills GitBook project, please contact firstname.lastname@example.org
by Susan Vickery, Associate University Librarian, Macquarie University
Day 4 of the CAUL Digital Dexterity Virtual Festival explored the concept of Open Education Resources in Higher Education with Sarah Lambert sharing some of the findings from the research related to Australia Open textbooks as Social Justice, a study funded by the National Centre for Student Equity in Higher Education (NCSEHE).
Whilst the affordability benefits and accessibility options are easily identified as incentives for the use of Open Education Resources, Sarah’s presentation explored the opportunity of OER practice to incorporate diverse perspectives and collaboratively create/curate more inclusive range of learning resources. Sarah also reported that the research identified that some Australian academics may be more ready than we realise with frustration over dated content and limited access conditions associated with commercially produced texts. OER offers a solution to deliver current content that can easily be updated to grow with the knowledge of that field.
So how do we translate that understanding back to our own institutions where some of us may already be worried about the feasibility of convincing our administration that whilst using OER makes perfect sense, are they equally supportive of our academics also “giving it away” for free?
The second part of the Day 4 Digital Dexterity program gave us the opportunity to workshop this together. In teams we explored what we could do in reality to help bring our teaching and learning partners along in the understanding of the wider benefits of collaborating in the practice of Open Education. Led enthusiastically by Kristy Newton (Digital Literacies Coordinator, University of Wollongong) the groups employed a design thinking methodology (on speed) to step through the first few phases: Empathise – Define – Ideate – Prototype – Test.
With the help of personas, each team collaborated to brainstorm and identify the needs of academic and students and then define how OERs might meet those needs. At the end of the two hour session we had collectively developed a range of practical ideas and strategies including potential assessment tasks that facilitated students to co-create lists of OERs to complement assigned readings.
The beauty of this exercise was a enthusiastic high-energy demonstration that through collaboration – surely one of the lynch pins of Open Education – the groups were able to collectively understand and unpack the pain points and related clients’ needs, and creatively identify possible solutions that might influence engagement and uptake of OERs.