I’ve got until Tuesday to get a much of my thesis written as possible to send to my supervisor. I’ve made a start, but need as much help as I can get to continue to be motivated. I thought, therefore, that sharing what I’m writing in real-time with an audience might help with that.
It may be the summer holidays, but I’m busier than ever! After meeting my new thesis supervisor yesterday, I need to get cracking investigating the concept of ‘digital literacy’. I’ve also got an impending deadline for the work I’m doing with Nick Dennis for a publishing company. Not to mention the list Hannah left me when she went down to Devon with Ben to give me some time and space… 😉
I’ve just sent off the draft of my Ed.D. thesis proposal re-submission to my temporary supervisor. My working title is What does it mean to be ‘educated’ and ‘digitally literate’? The impact of ICT and the knowledge society upon education in the 21st century. At 7,500 words the thesis proposal is too long, but I’m mainly interested in his thoughts on the methodology section that my previous supervisor unfortunately neglected to tell me I needed to include.
I’ve just found out via a mass-mailing that my current Ed.D. supervisor, Stewart Martin, is leaving the University of Durham next month to become Principal Lecturer in Education in the School of Social Sciences and Law at Teesside University. I’m obviously pleased for him, but it kind of forces me to do what I was thinking of doing on the basis of a rash decision anyway – i.e. change my supervisor.
I can now understand why he was a bit fuzzy about when to hand in my re-written thesis proposal…
I met with my supervisor today to thrash out the way forward with my Ed.D. thesis proposal. It was a productive conversation and he helped me gain some much-needed focus to my sometimes rambling thoughts.
I’m going to focus on the concept of ‘digital literacy’. This, of course, means that I need to clarify exactly what I – and, perhaps more importantly, other people and organizations mean – by ‘literacy’. I’m also going to discuss whether digital literacy is a functional element which can be understood to reside under the umbrella term ‘literacy’ or whether it is something that can be considered as separate.
The scope of this thesis is potentially huge, so I’m going to have to be ruthless in keeping the whole thing focused. Whilst I can touch on things such as what it means to be ‘educated’, the purpose of education, etc. I need to make sure that it all adds up to a critical and in-depth discussion of whether the concept of ‘digital literacy’ is a useful one and relevant to what is (or should be) going on in 21st century schools.
My supervisor suggested that I might want to go with a historical approach in the introduction, perhaps looking at what ‘literacy’ and ‘to be literate’ has meant through the ages. This would help introduce the notion of literacy being dependent upon society and culture.
Other things to possibly think about and include from the notes I made during the meeting:
The Labour government seems to think it can identify the skills that will be needed by 21st century workers. Is this possible?
Habermas – argument r.e. serving the system or serving the lifeworld. Should/are students learning to make a living or learning to make a life (links to Citizenship, Every Child Matters agenda, etc.)
Is ‘digital literacy’ real or imagined? Different people mean different things by ‘literacy’, never mind ‘digital literacy’.
How and why do people respond to new technologies? (threats to established order)
Notions of ‘literacy’ are at the heart of education and always have been. Brings with it ideas of competence, being functional in society, skills, and being ‘educated’.
Schools don’t currently have a firm idea of why they’re doing what they’re doing.
Don’t cite blogs – use as second or third-stage source. Paraphrase ideas.
It’s difficult to distinguish between economic and educational importance of ‘digital literacy’ in government pronouncements -> assumption that using computers is important, therefore ‘digital literacy’ important (not necessarily the case -> counter-e.g. of Nissan car plant, Burger King, etc.)
Conlon article -> e.g. of cathedral -> each worker gives a different account of what they’re doing.
‘Digital literacy’ implies that it is a skill that can be imparted -> threatens historical concept of teacher? Access vs. connections (relationships)
Possible structure of argument:
What is literacy?
Literacy = dynamic
Why does literacy change (reflecting society vs. something ‘out there’ to be revealed)
Government policy still informed by Victorian model of schooling.
Emergence of term ‘digital literacy’.
What did it mean to be ‘literate’ before and after a new technology (e.g. printing press)
‘Functional’ aspect of literacy -> is ‘digital literacy’ just another aspect of this?
What do people mean when they talk of being ‘literate’?
What measures and tests are used for gauging whether someone is literate/’digitally literate’?
It makes sense for the government to want to improve ‘literacy’ -> but what do we mean by this?
Go back to literature -> what do we mean by ‘digital literacy’?
Are there/can there be consistent measures for ‘digital literacy’?
My supervisor also pointed me towards the following articles and books:
T. Conlon, ‘Visions of Change’ (British Journal of Educational Technology, vol.31, no.2, p.109-116)
Castells, The Networked Society
F. Coffield, ‘Running Ever Faster Down The Wrong Road’
Disappointingly, my Ed.D. thesis proposal‘s provisional mark of 48 was confirmed at the exam board this week. This means I have failed the very last module I will probably ever take. To say I am disappointed is a bit of an understatement, having never failed anything academically.
I’m actually somewhat frustrated with my supervisor, who said I would be fine, simply referring me back to my notes. He was also never available to meet with me when I asked for clarification and ideas.
Not that I’m blaming him. It’s my work, and now I’ve got until April 2008 to re-submit…