Framework of Frameworks

Top-level terms, framing ideas

Component competences, capabilities, literacies

Practices – what competent learners do

Digital practices – what competent digitally enabled learners do

Learning to learn, metacognition

Reflection, Strategic planning, Self-evaluation, self-analysis, Organisation (time etc)

Manage time and study commitments, Balance learning and life, Know where and how to access support, Construct strategies for learning, articulate goals, Reflect on own learning and progression

Use digital tools to manage time and commitments, Use digital networks and online resources to fit learning into life, Access support online including learning communities, Diagnose learning needs, Choose appropriate learning tools, Use digital tools to record and reflect on progress

Academic practice, study skills

Comprehension, Reading/apprehension, Organisation (knowledge), Synthesis, Argumentation, Problem-solving, Research skills, Academic writing, Specific subject discipline skills as appropriate

Understand subject-relevant academic material, Synthesise academic discourse and knowledge, Identify or collect relevant evidence, Critically evaluate arguments and evidence, Scope, investigate and solve problems typical of the subject, Construct reasoned argument, Cite sources appropriately, Break down/analyse research question

Apprehend academic ideas using a variety of media, Organise academic ideas using digital tools, Present academic ideas using a variety of media, Use digital argumentation and analysis tools, Use digital tools to gather or identify evidence, Use digital bibliographic tools, Analyse data tools, Use specific subject discipline related tools (e.g. CAD)

Information literacy

Identification, Accession, Organisation, Evaluation, Interpretation, Analysis, Synthesis, Application

Recognise/identify need for information, Locate and obtain the required information resources, Assess the objectivity, accuracy, reliability and relevance of resources, Organise, set out and manage resources, Analyse, reinterpret, compare, apply etc information e.g. using models, frameworks, protocols, Produce new combinations or interpretations of information

Use search engines, academic databases and journals, repositories etc, Aggregate and reaggregate information on task/topic basis, Evaluate online resources, Rate, comment on, review resources online, Use digital data analysis tools and protocols, Use digital tools to manage information locally and remotely, Share, repurpose, enrich information resources in online communities

Communication and collaboration skills

Teamwork, Networking, ‘Speaking’ and ‘listening’ skills

Find, join and build communication networks, Facilitate groups, Share ideas, Build knowledge collaboratively, Project identity

Use digital technologies to participate in/manage networks, Use digital technologies to share and co-build knowledge, Maintain appropriate levels of privacy, Manage digital identity and reputation, (Computer Supported Collaborative Work) CSCW

Media literacy (also ‘visual’ and ‘audio’ and ‘video’ literacies)

Critical ‘reading’, Creative production

Understand notions of audience, viewpoint and persuasion, Understand how media messages are designed, Critically explore meanings, Produce messages in a range of media, Develop personal style

Understand how digital media work in terms of audience, viewpoint, design, Produce messages in a range of digital media, Link across media and communicate hypertextually

ICT/digital/computer literacy

Keyboard skills, Use of capture technologies, Use of analysis tools, Use of presentation tools, General navigation/UI skills, Adaptivity, Agility, Confidence/exploration

Readily adopt new tools and explore their functionality, Choose and use a range of different tools as appropriate to the situation, Capture information and evidence digitally, Present information and evidence digitally in a range of media, Use help menus and other intrinsic support to build new skills

Employability – encompasses all or many of the other skills but is included here as a distinctive framework for theorising about and organising these skills, i.e. the production of the learner as a competent worker/employee. Component skills are those distinctive to this framework: the CBI is also concerned with literacy, numeracy, communication, ICT

Self-management, Teamworking, Problem solving, Business and customer awareness, Innovation/enterprise

Negotiate a position, Find and present solutions tailored to needs, Produce innovative solutions, Present oneself and ones capabilities to prospective employers/clients, Manage risk appropriately, Continually update skills

Use digital technology to present self and manage reputation, Use digital technology to manage CPD

Citizenship – encompasses many other skills but is included as a distinctive framework for theorising about and organising these skills, i.e. the production of the learner as a competent citizen or member of wider society

Participation and engagement, Ethicality/responsibility, Political, social, personal responsibility

Participate in social groups in a range of roles, Behave ethically in professional and personal situations, Be safe when interacting with groups and individuals

Understand digital rights and responsibilities, Manage digital identities, Manage issues of privacy and data ownership, Understand moral and human rights in a digital context, Understand issues around safety and protection in a digital context