![DL and the rules of regulative
discourse
‘When it comes to e-safety, we seem to live
in a culture of fear where we [might be]
teaching road safety but never letting the
child out’ (project meeting, teacher)
•Web2.0 filters
•Technological barriers
•Access to devices](https://image.slidesharecdn.com/dlframeworkshergspresentation-gruszczynskapountney-120625034840-phpapp01/85/Dl-frameworks-HERGS-presentation-7-320.jpg)
Dl frameworks HERGS presentation
- 1. Digital literacy frameworks in the context of embedding Open Educational Resources within teacher education Anna Gruszczynska and Richard Pountney, Faculty of Development and Society
- 2. Introduction and background Local teachers and pupils, teacher For more information: educators and teacher educations • Project blog students involved in: www.deftoer3.wordpress.com •sharing and developing good • Twitter @deftoer3 practice in teaching • Slideshare •understanding more about digital www.slideshare.net/deftoer3 literacy •developing guidance on Open • Contact: Educational Resources in the a.gruszczynska@shu.ac.uk; school context r.p.pountney@shu.ac.uk •Project outputs will be shared via an open textbook (pulling together case studies and supporting resources) and the "Digital Bloom" installation
- 3. Research questions and framework Key questions Research framework • What is the relationship • Embedded within Bernstein's between Open Educational theory of pedagogic discourse Resources and digital • Drawing on the principles of literacy within professional social sciences knowledge development? production (teacher • What understandings of education as its subset) digital literacy and Open • Exploring tacit aspects of Educational Resources pedagogical practice emerge through a reflexive approach to project • Exploring the "why" (socio- methodology? cultural/institutional context) rather than solely the "how" (technical aspects) of OER/DL
- 4. Project methodology: Principles • The case study method - “taking a particular case and coming to know it well” (Stake, 1995:8) • Schön's 'reflection-in-action' (1983) as a strategy for tapping the 'tacit knowing-in-action’ in the process of learning about digital literacy practices where understandings of DL are shared through stories of "opening up" pedagogical practice • Bernstein’s theory of pedagogic discourse (Bernstein, 1990, 1996, 2000) underpinning conceptual framework for analyzing and interpreting the data - exploration of (in)visible pedagogical practices. • Caveat - the process is underway (free-coding with the aid of Nvivo) but the project is still ongoing and so any conclusions are emergent
- 5. Project methodology: Data collection Reflexive moments • Five staged prompts sent out to team members; responses via e-mail or personal blogs • Each moment is followed by a digest of emerging themes and issues, shared with project participants via project website Materials emerging from the case studies of digital practice: • notes from project meetings and school visits • notes from rich media content - photographs and videos • comments from teachers/team members on project blog and Twitter • focus groups with PGCE students
- 6. Frameworks for digital literacy • Engagement with existing frameworks (JISC, 2011) • Digital literacy as a continuum between the purely social and the purely technological • Move from the singular „literacy‟ to the plural ‘literacies’ to emphasise the sheer diversity of existing accounts (Lankshear and Knobel, 2008). • Digital literacies as "the constantly changing practices through which people make traceable meanings using digital technologies" (Gillen and Barton, 2010). • Critique of the concept of digital natives (Bennet et al. 2008)
- 7. DL and the rules of regulative discourse ‘When it comes to e-safety, we seem to live in a culture of fear where we [might be] teaching road safety but never letting the child out’ (project meeting, teacher) •Web2.0 filters •Technological barriers •Access to devices
- 8. DL and locus of control over selection of instructional discourse „In terms of teaching and digital literacy the ultimate question we constantly need to deal with is - is this going to help the students when they get to an exam? Because what I would like to see happening is the fostering of a community, personal growth etc. but most of the time it is about having to teach "for an exam“‟ (focus group with PGCE students).
- 9. DL Tensions: sharing resources ‘polished performance’ vs. accounts of ‘real life’‟ „you have to be sharing with the kids anyway all the time‟ (focus group with PGCE students) „You don’t know what reaction you would get… can you imagine if you put it on you tube and you got loads of thumbs down?’
- 10. Locus of control over pacing: Stories of a digital divide ‘My pupils were shocked to discover that I didn’t have a mobile phone as a teenager and when you arranged to meet with your mates you just agreed on a meeting time and point and then waited. You would actually talk to each other, you know, rather than keep texting.’ (focus group with PGCE students)
- 11. DL investigations: new avenues • Methodological approaches: exploring the ways in which understandings around DL are expressed and shared through reflection in action • Re-examining DL in the context of the debate around ICT in the curriculum and the removal of the programmes of study • Exploring the place of DL and OERs in professional development of teachers
- 12. www.digitalfutures.org References. Questions? Comments? Bennett, S, Maton, K, & Kervin, L. (2008). The „„digital natives‟‟ debate: A critical review of evidence. British Journal of Educational Technology, 39, 775–786. Bernstein, B. (1990). The structuring of the pedagogic discourse: Class, codes and control. London: Routledge. Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Taylor & Francis. Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. (Revised edition). Lanham: Rowman & Littlefield publishers. Gillen, J. & Barton, D. (2010). Digital literacies. A research briefing by the technology enhanced learning phase of the teaching and learning research programme. London: London Knowledge Lab, Institute of Education, University of London. Joint Information Systems Committee (JISC). (2011). Digital literacy anatomised: access, skills and practices. Available from http://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf (Last accessed 29 February 2012). Lankshear, C. & Knobel, M. (2010) New Literacies: Everyday Practices and Social Learning (3rd Edition). Maidenhead: Open University Press. Schön, D. (1983). The reflective practitioner. New York: Basic Books. Stake, R.E. (1995). The art of case study research. London: Sage.