ALT Open Access Repository

Pegler, Chris

Sharing @ 100%?  arguments for a less selective approach to reporting OER activity

Masterman, Liz

Reflections on the evolving landscape of OER use

Jansen, Darco

Policy recommendations in the transition to open and online education: business models, policy incentives and the role of different stakeholders

Santos-Hermosa, Gema

Col.laboratori and LORO, collaborative networks for educational repositories and teaching communities

Coughlan, Tony

Reaching out with OER: the public-facing open scholar and the benevolent academy

This report provides an overview of the Maths Apps index project led by the Association for Learning Technology (ALT) as part of the maths4us initiative during 2012/13

ALT, ALT

English

Maths Apps index #maths4us Project Report

Goodfellow, Robin

Jisc Digital Literacy Webinar: Scholarly, Digital, Open: an impossible triangle?

Recording of webinar in Blackboard Collaborat

Gourlay, Lesley

Coombs, Antony

Hinrichsen, Juliet

The Five Resources Model 
a framework for considering digital literacy in 
relation to Higher Education curricula 
Juliet Hinrichsen 
Antony Coombs 
Contexts: institutional 
Contexts: intellectual 
Models 
Definitions 
Discourse 
Positions 
Conceptual Issues 
Conceptual Issues 
Conceptual Issues 
Bayne, S. & Ross, J. (2007) 'The “digital native” and “digital immigrant”: a dangerous 
opposition', in Annual Conference of the Society for Research into Higher Education (SRHE) 
December 2007. Brighton.  
Conceptual Issues 
Conceptual Issues 
 “to focus less on the adoption of specific new 
technologies and more on how meaningful tasks which 
explore authentic academic digital practices can be 
embedded in curriculum learning” (Payton 2012, p.2)  
Payton, S. (2012) JISC Briefing: Developing Digital Literacies, Bristol. Available at: http://www.jisc.ac.uk/media/documents/
publications/briefingpaper/2012/Developing_Digital_Literacies.pdf 
Littlejohn, A., Beetham, H. & McGill, L. (2012) 'Learning at the digital frontier: a review of digital literacies in theory and 
practice', Journal of Computer Assisted Learning, 28(6), pp.547–556.  
Jones, C., Ramanau, R., Cross, S. & Healing, G. (2010) 'Net generation or Digital Natives: Is there a distinct new generation 
entering university?', Computers & Education, 54(3), pp.722–732.  
Kennedy, G.E. & Judd, T.S. (2011) 'Beyond Google and the “Satisficing” Searching of Digital Natives', in Thomas, M. (ed.) 
Deconstructing Digital Natives: Young People, Technology, and the New Literacies. Oxon: Routledge, pp. 119–135  
Conceptual Issues 
Conceptual Issues 
Barton, E.L. (1994) 'Interpreting the Discourses of Technology', in Selfe, C. L. & Hilligoss, S. (eds.) Literacy and Computers: 
The Complications of Teaching and Learning with Technology. New York: The Modern Langauage Association of America, 
pp. 56–75. 
Dowling, P. (1991) 'A Dialectics of Determinism: Deconstructing Information Technology', in Mackay, H., Young, M. F. D. & 
Beynon, J. (eds.) Understanding Technology in Education. London: The Falmer Press, pp. 176–192. 
K Kahn, R. & Kellner, D. (2005) 'Reconstructing Technoliteracy : a multiple literacies approach', E-Learning and Digital Media, 
2(3), pp.238–251.  
 “a variety of state and corporate stake holders, 
academic disciplinary factions, cultural interests and 
social organizations ranging from the local to the global 
weigh in with competing definitions of ‘technological 
literacy’ “(Kahn & Kellner 2005, p.238) 
Conceptual Issues 
Conceptual Issues 
Street, B. (2003) 'What’s “new” in New Literacy Studies? Critical approaches to literacy in 
theory and practice', Current Issues in Comparative Education, 5(2), pp.77–91. 
Lea, M.R. (2013) 'Reclaiming literacies: competing textual practices in a digital higher 
education', Teaching in Higher Education, 18(1), pp.106–118.  
The model: Four Resources 
Four roles:  
 
  code breaker (coding competence) 
  text participant (semantic competence) 
  text user (pragmatic competence) 
  text analyst (critical competence) 
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands 
in cultural context. Prospect: Australian Journal of TESOL, 5(7), 7-16. 
Later (by 1999) reframed as 
four resources:  
   code-breaking 
  making meaning 
  using text 
  analysing text 
Honan, E. (2008) ‘Barriers to teachers using digital texts 
in literacy classrooms’, Literacy, vol. 42, no. 1, pp. 36-43. 
The model: Four Resources 
Recognising conventions or mechanics of texts 
Honan, E. (2008) ‘Barriers to teachers using digital texts 
in literacy classrooms’, Literacy, vol. 42, no. 1, pp. 36-43. 
The model: Four Resources 
Recognising that texts are not neutral 
Honan, E. (2008) ‘Barriers to teachers using digital texts 
in literacy classrooms’, Literacy, vol. 42, no. 1, pp. 36-43. 
The model: Four Resources 
How does this translate? 
Navigation 
 
Conventions 
 
Operations 
 
Stylistics 
 
Modalities 
      Decoding  
How does this translate? 
Reading 
 
Relating 
 
Expressing 
     Meaning Making 
How does this translate? 
Finding 
 
Applying 
 
Problem solving 
 
Creating 
     Using 
How does this translate? 
Deconstructing 
 
Selecting 
 
Interrogating 
     Analysing 
How does this translate? 
Identity building 
 
Reputation management 
 
Participation 
                 Persona 
https://sites.google.com/site/dlframework/the5resourcesframework/ 
Activity cards: Scenario; Challenge; Procedure; Artefact 
Example type and blank. Prompts. 
Choose one of the 
following: 
1.  A bibliographic 
search 
2.  Field or practice 
recording 
3.  Statistical analysis of 
a dataset 
Deconstruction activity 
Participants decide what the skill/knowledge elements 
are and debate where to place them on the DL ‘map’ 
Artefact activity map 
Participants deconstructed the production of a website 
for a student society 
Poster with detailed definitions. Used to check placement 
of post-its and consider further deconstruction. 
Consulting the definitions 
Discussion is generated around the poster as definitions 
are examined, contested and further understood. 
In practice 
•  framework for thinking about what the 
use of digital technologies means in HE 
context 
•  rebalancing – reducing the ‘other’ness 
•  topology & topography – a ‘working 
model’ structure of literacy and a way of 
positioning within a literacy landscape 
References 
Barton, E.L. (1994) 'Interpreting the Discourses of Technology', in Selfe, C. L. & 
Hilligoss, S. (eds.) Literacy and Computers: The Complications of Teaching and 
Learning with Technology. New York: The Modern Langauage Association of America, 
pp. 56–75. 
Bayne, S. & Ross, J. (2007) 'The “digital native” and “digital immigrant”: a dangerous 
opposition', in Annual Conference of the Society for Research into Higher Education 
(SRHE) December 2007. Brighton.  
Dowling, P. (1991) 'A Dialectics of Determinism: Deconstructing Information 
Technology', in Mackay, H., Young, M. F. D. & Beynon, J. (eds.) Understanding 
Technology in Education. London: The Falmer Press, pp. 176–192. 
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural 
context. Prospect: Australian Journal of TESOL, 5(7), 7-16. 
Honan, E. (2008) ‘Barriers to teachers using digital texts in literacy classrooms’, 
Literacy, vol. 42, no. 1, pp. 36-43. 
Jones, C., Ramanau, R., Cross, S. & Healing, G. (2010) 'Net generation or Digital 
Natives: Is there a distinct new generation entering university?', Computers & 
Education, 54(3), pp.722–732.  
References 
Kennedy, G.E. & Judd, T.S. (2011) 'Beyond Google and the “Satisficing” Searching of 
Digital Natives', in Thomas, M. (ed.) Deconstructing Digital Natives: Young People, 
Technology, and the New Literacies. Oxon: Routledge, pp. 119–135  
K Kahn, R. & Kellner, D. (2005) 'Reconstructing Technoliteracy : a multiple literacies 
approach', E-Learning and Digital Media, 2(3), pp.238–251.  
Lea, M.R. (2013) 'Reclaiming literacies: competing textual practices in a digital higher 
education', Teaching in Higher Education, 18(1), pp.106–118.  
Littlejohn, A., Beetham, H. & McGill, L. (2012) 'Learning at the digital frontier: a review 
of digital literacies in theory and practice', Journal of Computer Assisted Learning, 
28(6), pp.547–556.  
Luke, A. & Freebody, P. (1999) Further Notes on the Four Resources Model. Available 
at: http://www.readingonline.org/research/lukefreebody.html 
Payton, S. (2012) JISC Briefing: Developing Digital Literacies, Bristol. Available at: 
http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2012/
Developing_Digital_Literacies.pdf 
Street, B. (2003) 'What’s “new” in New Literacy Studies? Critical approaches to literacy 
in theory and practice', Current Issues in Comparative Education, 5(2), pp.77–91. 


Jisc Digital Literacy Webinar: The Five Resources of Critical Digital Literacy

Stephen Downes' presentation: http://repository.alt.ac.uk/2211/



Diana Laurillard's presentation: http://repository.alt.ac.uk/2210

Laurillard, Diana

Downes, Stephen

To what extent should learning design be supported computationally - A webinar discussion between Diana Laurillard and Stephen Downes - webinar recording made in Blackboard Collaborate.

Association for Learning Technology

Not a member yet

Sharing @ 100%? arguments for a less selective approach to reporting OER activity

Reflections on the evolving landscape of OER use

Policy recommendations in the transition to open and online education: business models, policy incentives and the role of different stakeholders

Col.laboratori and LORO, collaborative networks for educational repositories and teaching communities

Reaching out with OER: the public-facing open scholar and the benevolent academy

Maths Apps index #maths4us Project Report

Jisc Digital Literacy Webinar: Scholarly, Digital, Open: an impossible triangle?

Jisc Digital Literacy Webinar: Scholarly, Digital, Open: an impossible triangle?

Jisc Digital Literacy Webinar: The Five Resources of Critical Digital Literacy

To what extent should learning design be supported computationally - A webinar discussion between Diana Laurillard and Stephen Downes - webinar recording made in Blackboard Collaborate.

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