Learning journeys: exploring approaches to learner digital literacy acquisition

Greaves, Lyn and Bradley, Claire and Holley, Debbie (2012) Learning journeys: exploring approaches to learner digital literacy acquisition. Enhancing Learning in the Social Sciences. ISSN 1756-848X

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Abstract

Digital literacy skills are a crucial attribute for today’s students. The JISC-funded Anytime Learning Literacies Environment (ALLE) project has created an online learning resource to help students acquire digital literacy skills in the form of a learner journey. The journey comprises a series of learning objects, which enable learners to embark on their own interactive journey and help them develop their learning and literacy skills. A prototype of the learner journey has been used and evaluated by over 200 first-year business students in two universities using contrasting teaching approaches. The University of West London (UWL) has scaffolded the journey in the curriculum, while at London Metropolitan University (London Met) students have been encouraged to use the journey according to their needs. Initial analysis of some of the evaluation data from pre-and post-testing of students’ digital literacy skills in both institutions has shown that students’ skill levels have increased. The picture is very complex, but there is evidence that the students at UWL have increased their skills more than those at London Met, suggesting that the more heavily scaffolded approach has produced more successful results.

Item Type: Journal Article
Additional Information: Citation: Greaves, L., Bradley, C. and Holley, D., 2012. Learning journeys: exploring approaches to learner digital literacy acquisition. Enhancing Learning in the Social Sciences, 4(2) [online]. Available at: <http://dx.doi.org/10.11120/elss.2012.04020003> [Accessed 30 September 2013]..
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Mr I Walker
Date Deposited: 08 Oct 2013 14:47
Last Modified: 07 Jul 2016 12:51
URI: http://arro.anglia.ac.uk/id/eprint/302988

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