Digital Literacies are a range of skills required to be effective online: and therefore enhance education, leading to teaching excellence

Creating Content, collaborating and communicating; citizenship (includes privacy and security) information literacy (including data) and now includes digital health, so they change and adapt as the web does. Move towards capabilities now, so how good are we at demonstrating our competence at these things to be effective and leads to teaching excellence

This talk focuses on three of these literacies (they undoubtably cross over)

Why bother? Because no institution or organisation can live in isolation.

QAA case studies of good practice - 2015 review the Students Champions projects. As part of Southampton Opportunity. The only permanent group are the student as Champions.

Leads to good practice, sharing is essential. At Southampton we have a philosophy of collegiality and whilst there will always be challenges there are also huge benefits to leadership adopting this attitude.

Various groups in place, Teach Fellows, Developers, Student groups. Digital Literacies working group; EDNG etc

Tools for the job - many academics work in silos, but by sharing their work with institutions and networks they improve.

Which is why groups like ALT are very important for the development of education (and research-led teaching)

We need to know what works and what doesn't work; more effective and more efficient.

CMALT from ALT
Fellowships from HEA
Change Agents Network Award - JISC
SEDA - awards

This image represents bubbles - institutional bubbles. Each one on its own is an enclave and without bridging into the organisation they remain cut off. Isolation is not an effective means of development. This image can also apply to education institutions - without the central means to share across the sector then excellence remains in pockets.

Institutions need to keep up with the outside world - or the world moves on without them

Social media is access to networks. It can be trivial but that is usually down to the user and lack of guidance and skills support.
Social networks can be huge - they can provide global reach extending viewpoints and information sharing.

Both staff and students benefit, if they have support and institutions recognise the value they add. Most social tools provide data, which can indicate activities. RefMe is good example.

By capturing evidence through effective engagement online and demonstrating digital literacies skills students (and staff) are demonstrating, competence =employable