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Embedding digital literacies within faculty professional development in Higher Education
PROCEEDING

, , University of Brighton, United Kingdom

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Digital literacies have been embedded within faculty professional development at the University of Brighton following the design and development of the University’s Digital Literacies Framework (DLF). Digital literacy is defined as “those capabilities which fit an individual for living, learning and working in a digital society.” (JISC, 2012). The DLF (https://studentfolio.brighton.ac.uk/diglits/) consists of 4 categories that align to faculty areas of work: • Learning and teaching • Research • Communication and collaboration • Administration For each literacy there is an explanation of what, why and how with links to resources and training opportunities. These DLF developments provide an example of putting theory into practice through their integration within faculty professional development in the University’s Professional Recognition and Development Scheme and the Postgraduate Certificate in Learning & Teaching in Higher Education.

Citation

Newland, B. & Handley, F. (2016). Embedding digital literacies within faculty professional development in Higher Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1704-1707). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 6, 2022 from .