Best Practice Examples
Introduction to the study describing terminology choices and the reasons behind the study.
digital literacy, learning literacy, learning, education, digital capabilities, skills
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Best Practice Examples

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Learning Literacies examples

Many of these examples include some useful student materials.

Policy or strategy for Learning Literacies

Glasgow Caledonian University – iLearn (Independent Learning Framework)
Oxford Brookes University – Mapping graduate attributes for a digital age

Central services provision e.g. library, learning development, e-learning, ICT

Aberystwyth University – Online or on the shelves: students enjoy research
University of Bradford – Develop Me! Support Me! Retain Me! How e-resources can support student transition and engagement
University of Bedfordshire – Information innovation
City of Bristol College – Making Learning Resource Centre workshops work
Cornwall College – Innovative teacher education using blended learning
Coventry University – Sigma – making maths and statistics accessible to all
University of Edinburgh – ISIS: Information skills where you are when you need them
Glasgow Caledonian University – The support you need, when you need it
Edinburgh Napier University – A flexible and accessible online study skills resource
Edinburgh Napier University – Be wise, don’t plagiarise! A team effort
University of Hertfordshire – i-spy: tutorials to help you work with information
Keele University – I-Guides: Byte-sized Pockets of Information
Kingston College – LRC Online – interactive and multimedia information skills materials
Leeds Metropolitan University – Little books to support academic skills
Leeds Metropolitan University – A resource for supporting academic referencing practice
London School of Economics and Political Science (LSE) – Improving digital literacy skills of staff
University of Plymouth – Student writing: what makes it work?
University of Reading – This is me: digital identity and reputation
 

Provision in the curriculum: separate skills/literacies module

University of Bradford – Information and Communication Skills Module
University of Edinburgh – Developing academic skills for humanities students
Edinburgh Napier University – Enhancing the whole university experience for international students
University of Hertfordshire – Improving Student Referencing
University of Leicester – PLEs, PDP and Lifelong Learning
University of Manchester – Critical learning literacies for professional development in education

Provision in the curriculum: skills/literacies addressed in topic module

University of Bedfordshire – Embedding information skills in the curriculum
Carnegie College – ‘bloggeriffic’
Charles University Environment Centre, Prague – EnviWiki
Edge Hill University – Embedding information literacy into the health curriculum. Success!
Edinburgh Napier University – MSc BOE: equipping educators for the digital age
University of Hertfordshire – STRIDE: Supervisors and students share dissertation process insights
Liverpool Hope University – Using google for academic research
Nottingham Trent University – Landing page for a module in a VLE
Oxford Brookes University – Communicating architectural understanding in video
Thames Valley University – ‘We get it wrong – this helps us fix it’
The university of Warwick – Virtual presence and embodiment are digital literacies

Learner-led provision

Birmingham Schools – Virtual transition: safe digital social opportunities
University of Bradford – Develop Me! Support Me! Retain Me! How e-resources can support student transition and engagement
Carnegie College – ‘Flipping Brilliant’
University of Nottingham – Student-led Training Initiative in Academic Social Media
University of Reading – This is me: digital identity and reputation
University of Southampton – In their own words: learners’ strategies for effective e-learning
Writtle College – Ductectives – Quacking landscape design and e-learning

Literacy and competence testing

University of Hertfordshire – University Rocks: engaging students with blended learning opportunities

Next section

Findings: institutional strategy and policy