Digital literacy I hear you say it’s everywhere! It is certainly a topic I hear much more frequently now than I ever used in my current role as a Career Consultant in higher education. As a term it feels ubiquitous but strangely also feels like we’re all talking about it but sometimes with differing meanings and purposes – (do you ever get that feeling about “employability” as well?). For example, for some of the students I work with they initially take the term to mean just using social media platforms or in some cases very specific software. To help us understand some of the problems with becoming digitally literate it’s useful to think of our environment and starting points.
Some of you may have heard of Prensky who coined the terms digital ‘natives’ or ‘immigrants (settlers)’ as a way of distinguishing between those born into the digital age club and those amongst us (myself included) who get in via their analogue ticket (R.O.A.R).
Ironically, there’s a certain paradox here in the settlers very often being tasked to aid the natives in their digital development! Maybe there’s more going on here than meets the eye and we need to extend our view of what it means to operate in 2017 and indeed prepare for the future – I’ll come back to this later on. But coming back to Prensky the terms suggest two ends diametrically opposed and the assumption – to use the same analogy – that both clubs have strict entrance policies and play different music – Daft Punk versus Blondie perhaps!
But at what point given the widely accepted pace that technological developments occur do those lines become blurred and the demands placed on natives and settlers to keep pace remain equal for all concerned even if our start points are different? Now, within education (and I know I’m generalising a lot here) is it also feels like the issue dealt with in a couple of ways:
- Staff should do more to embed digital literacy and promote its use but may not feel equipped – this could be both in capability and time.
- Throwing an increasing supply of sophisticated technology at the problem to somehow generate capability. e.g Sign up for LinkedIn and you’ll network your way to a job.
So what is the way forward? Without pretending to have the precise answers I believe a solid starting point is dealing with our own understanding of what is “digital literacy”. I loved reading this article 20 ways of thinking about digital literacy in higher education. Without trying to show favoursitism these are the four ideals that stood out for me.
- Literacy is not static.
- HEIs need to help legitimise digital practices without trying to own them.
- Engage students in this debate and ensure that they too have ownership of this agenda.
However, one statement connected with me more than the others that I think helps bridge the divide between Presky’s ‘native’ and ‘settler’ debate and allow us all entry into a club that values our diversity and capabilities.
Digital literacy as an important part of transliteracy. It is the literacy of convergence, unifying literacies past and present across different platforms, media and cultures.
This suggests we all have a contribution to make in being able to support our own and each others digital literacy development but also acceptance of where we have all come from and who we want to be both now and in the future. What is comforting about transliteracy is that it includes and values other measures of what it means to navigate the 21st century life. It isn’t tied to a particular concept or piece of technology and it has space for the relationship we have with technology that at times feels just like a inevitable dystopian future of job losses.
There’s a great short video about developing transliteracy from Jeremy Brueck that gets you to consider what a lifestyle in a transliterate world means.
But as digital literacy remains so visible amongst us I’ve also produced a short presentation that explores some of the prevailing concepts and capabilities that helps us understand its relationship to employability.