Frameworks for curriculum planning:
Learning Outcomes

What are the digital literacy skills, attributes and capacities need to be addressed in curriculum design ?

How can learning environments support learners leverage the use of networks and technology to enhance their learning, work and community life?

A blended learning framework - Standards

ISTE Standards for Students

International Society for Technology in Education (US)

Today’s students must be prepared to thrive in a constantly evolving technological landscape. The ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process.

www.iste.org/standards/for-students

from the Seattle Digital Equity Initiative Skills Framework Digital Skill Sets for Diverse Users report:

ISTE’s Standards for Students is grounded in the assumption that every student has experienced digital life in some way. ISTE avoids prescribing any particular skill including the foundational, in lieu of aspirational roles which describe cognitive approaches to digital literacy. In our comparative matrix, Standards for Students scores weakly in foundational skills, mobile use, device ownership, and online life. It scores strongest in information literacy and workplace skills.

1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

2. Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

3. Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Go to the site to see the knowledge practices learners employ to fulfill these roles.

2. A computer basics framework

Northstar Digital Literacy Framework

About the framework

The Framework

Aligned curricula

from the Seattle Digital Equity Initiative Skills Framework Digital Skill Sets for Diverse Users report:

Northstar Assessment focuses on gateway skills to give new computer users the skills they need to operate the machine and get online. Targeted at adult basic education students and job seekers, the rest of the assessment focuses on Microsoft Office Suite, social media, and information skills.

Northstar Digital Literacy Assessment defines what basic skills people need to use the computer and get online for work and everyday life. Northstar breaks the standards into three categories: Essential Computer Skills, Essential Software Skills, and Using Technology in Daily Life.

3. A computer basics / blended learning framework

Maryland Department of Labor Digital Literacy Framework for Adult Learners

The Framework

The Instructor Guide

The Technical element in digital literacy consists of foundational, physical skills, which are necessary for the acquisition of digital literacy.

The Civic element in digital literacy is akin to the idea of traditional citizenship, where individual participants have rights and responsibilities that need to be respected.

The Communicative element in digital literacy enables the individual to access and share a variety of digital resources and materials with others using various platforms.

The Collaborative element is where digital technology provides opportunities for individuals to work together in real-time or at their own pace to achieve common goals.

The Computational Thinking element allows an individual to leverage digital media and technology to solve a problem. Alternatively, a user can utilize technology to simulate complex situations to determine potential outcomes.

The Investigative element requires users to have the ability to search, identify, and validate information. Combining these abilities help an individual to make meaning from and identify relevant and reliable sources. Critical thinking, bias recognition, and the ability to determine credibility are vital to the investigative element.

The Productive element highlights participation in the digital environment by means of curation and content creation.

4. Seattle Digital Equity Initiative Digital Skills Framework

The City of Seattle’s Digital Equity Initiative provides a roadmap to reach the City of Seattle’s vision to become a more digitally equitable city, where technology’s opportunities equitably empower all residents and communities. The City, in partnership with TASCHA, developed a set of Digital Equity Indicators that helps measure Seattle’s progress in meeting the initiative's goals. Building upon this work, TASCHA and the City developed a set of recommended digital skills and assessments that meet the goals outlined in the indicator framework. tascha.uw.edu/publications/digital-skills-recommendations-for-city-of-seattle-digital-equity-initiative

The Framework Google Doc

The project looked at the ISTE and Northstar frameworks above plus four and a set of curriculums.

As we identified the skills covered in each framework or curriculum, we created categories to understand what types of skills were covered. This also enabled us more easily compare the frameworks and curriculum to each other. We ended up with the following 10 categories:

Communication: Exchanging information with others on digital platforms using various strategies to collaborate, share, and communicate.
Creation: Engaging in digital spaces to design, create, and revise content online.
Device ownership: Practices that support device longevity, including physical care, protective software, and using technical support.
Gateway skills: Foundational skills required to use a device and participate online.
Information skills: Skills to apply, evaluate, and manage information across digital and physical environments.
Lifelong learning: Engagement in self-assessment of digital skills. Using self-reflection to tailor accessible digital environments and continue digital skills learning.
Mobile: Understanding basic functions of a mobile device to communicate and access goods and services.
Online life: Access to online resources that support digitalization of daily tasks and socialization within a broader digital community.
Privacy and Security: Maintenance of practices to secure digital identity, recognize threats, and understand the broader safety implications of working in a digital environment.
Workplace: Advancing workplace success and professionalism through engagement with an organization's online tools and other supportive digital systems.

digital.lib.washington.edu/researchworks/bitstream/handle/1773/43467/digital%20skills%20recommendations.pdf?sequence=1&isAllowed=y

Digital Skills Assessment resources

The Postsecondary Digital Skills Readiness Assessment by AlphaPlus and the College Sector Committee for Adult Upgrading and ACE

Digital Resilience in the American Workforce – Resources for Assessing and Validating Skills

Digital Resilience in the American Workforce – Selecting an Assessment

A deeper look - Networked learning and knowledge practices

ACRL Framework for Information Literacy for Higher Education

The Association of College and Research Libraries (US)

The Framework Online

The Framework PDF

The ACRL

You may find this framework is less relevant to your work as a literacy practitioner but we include it here because it has interesting ideas about how information is constructed and used. The concepts that the ACRL proposes as foundational seem to be informed by Connectivism and similar to the Communities of Inquiry approach.

The definition:

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills.

The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically and do not suggest a particular sequence in which they must be learned:

Authority Is Constructed and Contextual

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.

Information Creation as a Process

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

Information Has Value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination

Research as Inquiry

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

Scholarship as Conversation

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

Searching as Strategic Exploration

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

Frameworks for curriculum planning:Learning Outcomes