How to use the framework

The purpose of the framework is to provide a common reference point for module, programme and qualification teams to use in planning and measuring students’ progression across different digital literacy skills areas. It enables appropriate learning outcomes for digital and information literacy to be integrated into qualification pathways, and activities meeting those outcomes to be created and embedded into module materials.

Some notes on our approach:

• Baseline ICT skills are not included in detail in this framework but they are a key enabler for the skills articulated here, and may be covered in other ways, for example, through engagement with the OU's Employability Framework, as part of student induction, or using other resources alongside module study.
• ‘Digital wellbeing’ is a new area for this version of the framework that is key within the Jisc digital capabilities framework and relevant to the university’s current focus on mental health. Looking after our own wellbeing is often about our personality traits and habits. We do, however, have a responsibility to provide a suitable environment and model and encourage those habits and behaviours which will enable students to look after their own digital wellbeing.
• With generative AI (GenAI) and Large Language Models (LLMs) being widely available online, the ability to evaluate content and use critical thinking to determine the veracity and value of any GenAI output has never been more important. Given GenAI’s versatile uses, there is a need to distinguish between generated content and the sources contributing to its outputs. Skills in the framework of particular significance in the context of GenAI are:
  • Critically evaluate: being able to scrutinise GenAI outputs for any bias, obvious gaps in reasoning, and factual inaccuracies – as well as being able to critically evaluate the tools themselves.
  • Manage, create and communicate information: being able to understand that any outputs from GenAI tools must be critically reviewed before being shared, and must be referenced appropriately; being able to understand any GDPR, ethical and copyright implications of material shared with GenAI tools, and making informed decisions on what information can be used for the prompts.
• We have taken a ‘best fit’ approach to where skills sit within the overall headings of the framework, because digital skills are closely linked to each other and often overlap. This means that some skills might not belong obviously in one area of the framework but will do in another.
• We have tried to avoid too much repetition across the levels: for example, at higher levels, students should already be able to demonstrate the outcomes at lower levels of study.
• We have included examples of specific tools and platforms where we think they add context and help explain the skills. Tools change, so we have avoided giving prescriptive lists that will date quickly. The focus of the framework is to encourage the development of critical skills when using digital tools, rather than how to use the tools themselves.
• Your academic liaison librarian will mediate the use of the framework throughout the learning design and course production process. They will be able to provide advice on where to source activities to support student skills development. Activities may be delivered by the Library either through DiSS or our programme of live teaching , depending on capacity. The aim is always to start conversations about student skills development, rather than provide a prescriptive ‘tick list’. Please interpret the framework flexibly according to the discipline or level, and the qualification or module learning design, focussing on the required learning outcomes.

Developing digital and information literacy skills supports the university’s employability strategy and framework. For example, by developing collaborative and team-working skills, effective research and information handling skills, and communication / self-presentation in a virtual environment. The framework is not intended for use directly with students but will help with the wording of learning outcomes, which ultimately helps students to articulate their skills. Students should be encouraged to record and express the value of their digital and information literacy skills and to link them to their personal and / or career goals.