The award winning DigiLit Leicester project ran as collaboration between Leicester City Council’s Building Schools for the Future Programme, De Montfort University and 23 of the city’s secondary mainstream and SEN schools, between 2012-2016. The project focused on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners.
The Digilit Leicester project was designed to ensure school staff and learners get the most out of any investment in technology being made within education, enabling schools to make best use of technology to meet their aspirations for transforming educational provision. It supported schools in making sure every learner can benefit from an education that is supported and enhanced by the use of technology to raise achievement and aspiration, connect communities and open opportunities.
In consultation with the partner schools, the project team created a Digital Literacy Framework, linking digital literacy competencies and priorities with secondary school practice. This framework was then used to build an online survey, designed to support staff in reflecting on their use of technology to support teaching and learning, and to provide schools and the Council with information to inform our planning and next steps. A summary of the initial phase of the project, including the content of the DigiLit Leicester framework and survey, can be found in the Initial Project Report.
The survey was first open between April and July 2013, during which time 450 members of teaching and teaching support staff participated. More information about this phase of the project, including the survey methodology and findings, can be found in the 2013 Survey Report.
Recommendations for areas of focus and activity were developed in line with the strengths and gaps indicated by the 2013 survey findings. These recommendations were used to drive and frame a range of opportunities for staff and schools. During this period, the DigiLit team led on six events and projects, and 21 school-led projects were undertaken. More information about this phase of activity, including accounts of each project, can be found in the Project Activities Report.
Key reports and papers
DigiLit Leicester: Initial Project Report (digital literacy framework and survey)- June 2013
This paper collects together the secondary school digital literacy framework and survey content created in consultation with Leicester BSF schools.
Fraser, J., Atkins, L. and Hall, R. (2013) DigiLit Leicester: Initial Project Report, Leicester: Leicester City Council (CC BY-NC 3.0)
DigiLit Leicester: 2013 Survey Results – October 2013
This report provides a high-level summary of the city-wide findings of the DigiLit Leicester survey, contributing to a clearer understanding of the current digital literacy confidence levels of secondary school staff, and recommendations that the project team will be taking forward within Leicester schools.
Atkins, L., Fraser, J., and Hall, R. (2013) DigiLit Leicester: 2013 Survey Results. Leicester: Leicester City Council (CC BY-NC 3.0)
Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester Project – Research in Learning Technology – April 2014
Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in 15 the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues 20 to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city.
Hall, R., Atkins, L. and Fraser, J. (2014) Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, vol.22: 21440
DigiLit Leicester: Project Activities Report – May 2014
This report collates activities that have taken place across Leicester between January 2013 and April 2014, some of which are currently ongoing. During this period, the DigiLit team led on six events and projects, and 21 school-led projects were undertaken. It is designed to share the processes, outcomes and benefits of the work that has been undertaken, and concludes with recommendations for the next round of activity and planning, drawing on lessons learnt.
Atkins, L., Fraser, J. and Hall, R. (2014) DigiLit Leicester: Project Activities Report, Leicester: Leicester City Council (CC BY-NC 3.0)
Atkins, L., Fraser, J. and Hall, R. (2014) DigiLit Leicester: Project Activities Short Report, Leicester: Leicester City Council (CC BY-NC 3.0)
DigiLit Leicester: 2014 Survey Results – September 2014
This report provides a high-level summary of the city-wide findings of the 2014 DigiLit Leicester survey, enabling comparisons against last year’s findings and a review of the recommendations that the project team will be taking forward within Leicester schools.
Atkins, L., Fraser, J., and Hall, R. (2014) DigiLit Leicester: 2014 Survey Results. Leicester: Leicester City Council (CC BY-NC 3.0)