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Module Descriptors

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Session: 2022/23

Last modified: 22/06/2022 10:00:17

Title of Module: Digital Literacy

Code: UGED08012 SCQF Level: 8
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:R  Fotheringham

Summary of Module

Reflecting the ubiquitous nature of digital technologies in society today, students will develop the knowledge, understanding and skills to critically analyse the definitions and theoretical frameworks of digital literacy. Through enquiry, students will deepen their understanding of classroom pedagogies to develop digital literacy in learners. By applying their knowledge, understanding and skills, students will create enquiry networks, collaborating with others to develop their own digital literacy. In line with the new General Teaching Council for Scotland Standard for Provisional Registration, student teachers are required to demonstrate knowledge and understanding of the skills and competences that comprise teacher digital literacy and how to embed digital technologies to enhance teaching and learning. Student teachers are also expected to model and promote competence and confidence in digital literacy. As this module is offered not only to students on the B.A. Education programme, but to other students on a range of programmes, it is not exclusively designed to support students towards meeting the GTCS Standard for Provisional Registration (2021). Through studying this module, however, students will know how to access and apply relevant findings from educational research (SPR 2.1.2) and will work collaboratively to share their professional learning and development with colleagues (SPR 3.3.2).

In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. 

Students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, effective communicators, collaborative, research-minded, emotionally intelligent, and culturally aware.

 

  • The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Trust and Respect (1.3); Professional Commitment (1.4); Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum (2.1.2); Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning (2.1.4); Have knowledge and understanding of the principles of assessment, recording and reporting (2.1.5); Have knowledge and understanding of the importance of research and engagement in professional enquiry (2.3.2); Communicate effectively and interact productively with learners, individually and collectively (3.1.2); Engage in reflective practice to develop and advance career-long professional learning and expertise (3.4.2).

  • In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. They will also make connections to other disciplines.

  • Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, effective communicators, collaborative, innovative, research-minded, digitally literate and creative.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate knowledge and understanding of the definitions and theoretical frameworks for digital literacy.

L2. Critically analyse and evaluate the key ideas, information and issues around the theory, policy and practice of digital literacy in the primary school.

L3. Apply knowledge, understanding and skills to carry out practitioner enquiry into the teaching and learning of digital literacy.

L4. Exercise autonomy and initiative, and manage a range of digital resources to obtain, process and share data.

L5. Work with others to acquire an understanding of current professional practice.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

Demonstrate a specialist knowledge and understanding of the main concepts that impinge on discussions involved in digital literacy discussions.
Demonstrate and awareness and understanding of some of the major contemporary digital literacy issues explored and the multiple perspectives that impinge on them.

Practice: Applied Knowledge and Understanding SCQF Level 8.

Apply knowledge and understanding, and communication skills relating to digital literacy to present information gathered during practitioner enquiry.

Generic Cognitive skills SCQF Level 8.

Critically analyse and evaluate the key issues around digital literacy. Students will use a range of approaches to investigate the challenges around the development of digital literacy.

Communication, ICT and Numeracy Skills SCQF Level 8.

Convey complex information via face to face and online group discussion with peers using a range of ICT applications to process and display data gathered during practitioner enquiry tasks.

Autonomy, Accountability and Working with others SCQF Level 8.

Exercise autonomy, and initiative in practitioner enquiry undertaken during the module and demonstrate ability to support others.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, placement based learning, enquiry-based learning, micro teaching, student presentations, concept visualisation (collage), and walking. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as digital tools to use and peers to work with.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery28
Tutorial/Synchronous Support Activity0
Independent Study172
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Carrington, V and Robinson, M (2012) Digital literacies: social learning and classroom practices. London: UKLA.

Hafner, A and Jones, R H (2012) Understanding digital literacies: a practical introduction. Oxon: Routledge.

Savage, M. and Barnett, A. (2015) Digital literacy for primary teachers. Northwich: Critical Publishing.

Scottish Council of Deans of Education (2020) The National Framework For Digital Literacies In Initial Teacher Education.

Scottish Government (2016) Curriculum for Excellence: Technologies: Experiences and Outcomes. Edinburgh: Scottish Government.

Scottish Government (2016) Enhancing learning and teaching through the use of digital technology. Edinburgh: Scottish Government.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 1.1.64. In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.
In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorC Webster
External ExaminerL Waddell
Accreditation DetailsGeneral Teaching Council for Scotland
Version Number

1.03

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Assessment: (also refer to Assessment Outcomes Grids below)
Students will maintain a reflective blog using Sway throughout the module, submitted electronically to the Module Coordinator. The blog will be maintained throughout the module and will be used to evidence developing skills, knowledge and understanding of the role played by digital literacy within primary education.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Workbook/ Laboratory notebook/ Diary/ Training log/ Learning logcheck markcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
This module is appropriate for all students irrespective of age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.

In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.

Students undertaking this module should develop increased understanding of societal and environmental conditions which may impact upon the educational attainment of individuals and groups.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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