Digital and information literacies are the skills, knowledge and understanding that underpin our ability to learn, undertake research and to teach in a digital age. It is vital that LSE students and staff develop critical, creative, discerning and safe practices when engaging with information in the academic environment.”

Digital and information literacies are the skills, knowledge and understanding that underpin our ability to learn, undertake research and to teach in a digital age. It is vital that LSE students and staff develop critical, creative, discerning and safe practices when engaging with information in the academic environment.”

Some more ideas on this…

•Various definitions of digital literacy exist: ‘digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society’ (Beetham, 2010). •A shift in focus through widespread use of Web 2.0 technologies means that any current definition should now include participation in social networks as a pivotal part of knowledge acquisition and transfer.

•Eisenberg (2008, 39) defines information literacy as ‘a set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need’

Is digital different?

Technology matters

•Digital literacy leads to taking a stance on whether technology is neutral or socially constructed • •Technology is an area that causes anxiety amongst some discipline teachers • •If taught outside the curriculum, digital literacy is disconnected /disassociated with the context or discipline and students don’t transfer what they learn

The myth of the digital native:

Surely all students are digital natives – they know how to use information? They can find information at the touch of a button?

Model of Digital Literacy