On Thursday, Lesley and I did a double-act keynote at the EdTech 2012 conference. This is the annual conference of the Irish Learning Technology Association, who were kind enough to invite us, ship us over and act as excellent hosts throughout the event. It was an interesting mix of research talks, practitioner reports and some awards for some really stunning learning and teaching initiatives.
The day opened with Doug Belshaw providing a very engaging keynote that included an overview of the JISC digital literacies programme; this was really helpful, as it framed the talk we gave later.
Our talk picked up on discussions during the day about definitions of digital literacies; Lesley suggested “un-defining” as a title to respond to this, framing the way that we’ve sought a grounded, emergent way of engaging with this concept to get out of conceptual knots. We argued for a social and situated account of literacies, and used examples from our data analysis to illustrate how this looked for us. We also talked about the ways in which this analysis led us to change institutional structures and practices, and suggested questions that the audience could ask about their own students’ literacy practices. We also introduced our current, tentative thoughts around stances or orientations (instead of “skills”), and around resilience, and referred to Helen Beetham’s ideas from the Cascade project, shared at a one-day event in Exeter, about developing students’ repertoires of academic practice.
All sorts of interesting discussions have followed, since. Several people commented on the links we’re making between theory and data, and seemed really interested in the links between our studies and institutional policies and change initiatives. I also had some good discussions about some of the theory I am working with around technology, for example.
The slides we did for this are available on slideshare. We’ve been told that there might be a recording of the talk available soon; we’ll link that as and when it’s released.