Prosjektet hadde følgende mål:
i. To map the conceptual landscape of digital literacy and define concepts.
ii. To identify previous and ongoing projects, actions, and research relevant to digital literacy, and to analyse and synthesise the results of such projects and actions.
iii. To prepare a framework for digital literacy, onto which existing and planned digital literacy schemes and programmes can be mapped.
iv. To prepare a toolkit which will assist digital literacy providers in using the framework, and provide support in a range of relevant areas.
i. To demonstrate successful use of the framework and the toolkit within a range of situations and with a range of target groups;vi. To identify steps to sustain the framework and the toolkit beyond the life of the project and extend their use.
Fremdrift
Prosjektet var delt inn i 4 faser hvor partnerene fokuserte på ulike oppgaver i prosjektet.
Fase I: Identifying relevant EU and other projects, research and practical actions; analysing the results of this work and defining the concepts and issues involved.
Fase II: Constructing a framework for digital literacy appropriate to all users; specifying a set of tools to support use of the framework, creating sample tools (existing tools to be modified where possible), and identifying strategic, training, resource and other implications.
Fase III: Identifying and reporting examples of successful actions in the digital literacy area, and demonstrating the use of the sample tools with a range of target groups.
Fase IV: Stimulating discussion and use of the framework and sample tools through workshops, publications, and web activity; feeding back experience of the project into policy formation at national levels; and identifying sustainability of the project elements.
I sluttrapporten gis denne oppsummeringen:
The aim of the Project is threefold: to map out the conceptual landscape surrounding digital literacy, in order to promote shared understanding throughout Europe; to develop a framework for digital literacy, applicable across Europe, onto which existing and planned programmes can be mapped, and which would enable portability of qualifications; and to specify the elements of a toolkit which will support providers of digital literacy.
The framework should be applicable to any groups at whom digital literacy activity is directed, as well as providers of this activity, and those (e.g. employers) for whom acquisition of digital literacy is important. Work in this area is often fragmentary or focused on low-level skills at the expense of understanding. By locating digital literacy in a conceptual context, including social and cultural environments, and by providing a developmental framework, the project will enable those who acquire, provide, and rely upon digital literacy to understand its nature, value, progression, and relation to other provision. The steps towards a digital literacy toolkit will specify tools which will be of direct value to the target groups in shaping and sustaining digital literacy provision. The framework and sample tools will be piloted with a range of target groups including vocational students, community groups, adult learners and higher education students. Policymakers and administrators at local/regional/national level may also use the framework to harmonise curricula in terms of digital literacy content.
ITUs rolle
ITU var mest involvert i de to første fasene av prosjektet, i arbeidet med å finne en felles euopeisk definisjon av "digital literacy". Dette arbeidet ble gjennomført i samsvar med vårt arbeide med utredningen "Digital skole hver dag".
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