Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project

Richard Hall; Lucy Atkins; Josie Fraser

doi:10.3402/rlt.v22.21440

Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project

Richard Hall Directorate of Library and Learning Services, De Montfort University, Leicester, UK
Lucy Atkins Directorate of Library and Learning Services, De Montfort University, Leicester, UK
Josie Fraser Leicester City Council, Leicester, UK

DOI: https://doi.org/10.3402/rlt.v22.21440

Keywords: digital literacy framework, professionalism, radical collegiality, secondary education, transformation

Abstract

Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city.

Keywords: digital literacy framework; professionalism; radical collegiality; secondary education; transformation

(Published: 10 April 2014)

Citation: Research in Learning Technology 2014, 22: 21440 -http://dx.doi.org/10.3402/rlt.v22.21440

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Author Biographies

Richard Hall, Directorate of Library and Learning Services, De Montfort University, Leicester, UK

Richard Hall is the Head of ELT, based in the Directorate of Library Services at De Montfort University, Leicester, UK. He is also a National Teaching Fellow (2009) and a Professor of Education and Technology. Richard is a Research Associate in the Centre for Computing and Social Responsibility at DMU. He is responsible for the academic implementation of ELT with the aim of enhancing the student learning experience.

Lucy Atkins, Directorate of Library and Learning Services, De Montfort University, Leicester, UK

Research Associate

Josie Fraser, Leicester City Council, Leicester, UK

ICT Strategy Lead (Children's Capital)

Published

2014-04-10

How to Cite

Hall R., Atkins L., & Fraser J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21440

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Issue

Vol. 22 (2014)

Section

Original Research Articles

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