Technology Literacy… or Digital Literacy… or Media Literacy… or Information Fluency…
There are many names for what I’m interested in here, and I know that each of the names has a slightly different definition. The latter maybe closer to what we are interested in our merged Library/IT environment at Wheaton — a fluency for our students that involves a good understanding of how to gather and use information and communicate that information through various kinds of digital tools.
At Wheaton, at least, I can point to language that was used to describe the college’s strategic plan. According to this plan “the college community’s goal for 2014 ” is to be an educational institution that “develops global citizens prepared to lead in a complex world. Its transformational learning environment prepares graduates to live purposeful lives, be engaged in their communities, be scientifically and technologically literate, and act effectively to promote change.” (emphasis added)
Though we haven’t integrated technology literacy into the curriculum in a programmatic way yet, I think we’ve made some good strides in this direction. At the NITLE Instructional Technology Leaders confernce last March, I presented a five minute talk on all of our efforts and how I hope we can push forward in the coming years. I’m posting my Prezi from that talk below, along with some notes as a reminder to myself about what I hope to accomplish and perhaps as a way to start conversations with others!Vodpod videos no longer available.
Notes for the talk:
[Click 1] I hesitate to present this in a showcase, because this is not about a finished or flashy project or even necessarily a success. It’s more about where I hope Wheaton is headed with Technology Literacy/Fluency – Media literacy/Fluency (whatever you want to call it) with its students. We’re moving in good directions so far, and I hope my group can push us more in this area in the coming years. I’d also be curious from hearing from any of you who are already here and how you got there.
[Click 2] Why “technology literacy” at Wheaton? As you can see I have a number of reason, I am sure there are more. [Click 3] It’s right in our Vision Statement. In 2006, the President led the campus through Strategic Planning and this is where we are headed for 2014. [Click 4, 5, 6] Our accrediting organization, NEASC, also states in their standards that students should use technology as an integral part of their education. [Click 7, 8] Alumni have recently begun pressuring faculty members. In one case, we had a former student tell a faculty member that they wish they had had more experience with SPSS before going out into the real world. [Click 9, 10] The topic has also been coming up from time to time in Workshops and Lunchtime Tech N Talk conversations that we’ve been having with faculty on technology related topics. Should all students in the English department learn various Powerpoint methods like Takahishi or the Lessig method? Should all students have some time in First Year seminar devoted to Wikipedia? Should all Economics majors have experience with applications like Maple that allow them to visualize complex formulas?
[Click 11] So those are the pressures. Here are some of the attempts that have been made over the years… some of them recent and show promise. [Click 12] Several of these attempts spring from the brain of Jenni Lund, an instructional technologist at Wheaton who I am channeling through much of this presentation. [Click 13, 14, 15] She has tried things like student Peer Training (software training sessions held by students for students on specific software packages), Peer Tutors (called software tutors), and last year implemented a requirement for all LIS student employees to prove that they were proficient with basic productivity software.
[Click 16, 17, 18, 19] She is also responsible for our January Technology Immersion Program, which started in the 90s as a way for students to learn software outside of their regular class times during January break. It was resource intensive and only benefited a few students, so abandoned. We picked it up again this past January as a way to generate some revenue and tackle Tech Literacy again. We ended up offering two classes: web design and graphic design. The students did love the experience.
[Click 20] Apart from that one success, though, I think that we have found that students would rather learn the technology as part of their course work. I discovered recently that we ask Students on a Senior survey how they would prefer to learn technology and most would prefer it as part of the First Year Seminar or in their discipline. [Click 21] This works well in small pockets… Graphic Design at Wheaton has a lab section, for example, where students learn how to use Photoshop and InDesign and Illustrator.
[Click 21, 22, 23, 24] While this does happen in some isolated instance, it is not programmatically part of the curriculum. Except in one department… The Chemistry Department (along with every other department) was asked to come up with a Writing Plan. Something they struggled with, until they rephrased what was being asked of them… they were really being asked how to help students in their program communicate within the discipline. So, they structured the progression through the major around this idea. And you’ll notice that technical skills are built into their plan. They need to know how to create a graph with Excel in the 100s. They need to know how to build a molecule with software at the 200-level. They need to know how to annotate a spreadsheet at the 300 level. This seems like the real way forward to me. Technology fully integrated into the curriculum and stated explicitly. In Chemistry they even have students use a textbook for the software.
[Click 25] So there are several challenges that we need to overcome before we have a real programatic approach to Technology Literacy: the economy, needing to have leadership on board with the idea, overcoming preconceptions that digital natives already know it all, and perhaps the biggest one for liberal arts colleges: overcoming the bias away from “practical skills based learning” as something that belongs to professional schools as opposed to the liberal arts environment.
[Click 26, 27] Next steps for my group at this point, would be to try to overcome that bias by doing things like
- reframing the discussion so that it is also about critical thinking about tools that students are using
- collecting better data. These are two questions I want to add to that senior survey to see if there are a lot of students who feel like they need to be better prepared
- I’d also like to see us taking productive steps forward like actively working with faculty members as they create their communication plans in their departments so that technology is an integral part of the curriculum… and perhaps someday even expanding the basic Literacy requirement that we currently have within LIS into the First Year Seminar program.
[Click 28] And of course, while I am here, I hope I can hear other ideas from those of you in the room who have been making some good strides forward in this area already.