Exploring creative appropriation by Rhona Sharpe · September 24, 2012 I’m looking for collaborators to help with a literature review of effective learning in a digital age. I haven’t got a project or any money – I just think it would be a cool thing to do. Why? What we know about how students learn effectively is almost exclusively derived from the pre-digital age. However, learners now grow up in an inherently digital world. What would a model of effective learning look like if it was designed from now, based on what learners are telling us about how they are learning? What? The research that I’ve been involved in and been following has come up with lots of different ways of expressing necessary digital skills and practices. We have quite a collection now of models of digital literacies, including the pyramid model I worked on with Helen Beetham (Sharpe et al, 2010, Chapter 6). The pyramid model is being used by projects at Reading (Digitally Ready), Bath (PriDe) and Exeter (Cascade) and others. I think that although the pyramid model seems to stand up at levels of access, skills and practices, there is still quite a lot of confusion about what is going on for our most effective learners. This is variously being called digital maturity, agility, or fluency. Helen Beetham and I called it ‘creative appropriation’. There seems to be themes coming out that are important to enable students to be able to creatively appropriate technology to support their studies, around learners’ intentions and conceptions. Something about attributes like confidence or agility (Seale et al, 2010). But I don’t think we’ve haven’t collected together enough evidence yet to say what is going on at the top of the pyramid. The problem We’ve been promoting methodologies which foreground the learner voice. This is great, but it means small sample sizes and tentative conclusions. How can we pull together what’s been learnt from the explosion of learner experience research in the last 5-6 years? The plan I’d like to use a review technique called meta-ethnography to see what can be learnt from studies of learner experiences of using technology (with thanks to Maggi Savin-Baden for showing me how to use this technique). In the coming weeks I’ll starting the literature searching and entering what I find into a shared Endnote file. I’ll be coding in nVivo. Please let me know if you would like to join in, perhaps just by adding to the collection of studies in the Endnote database, by meeting up to explore themes and help with coding, or by improving this plan! Refs Seale, Jane, Draffan, E.A. and Wald, M. (2010) Digital agility and digital decision-making: conceptualising digital inclusion in the context of disabled learners in higher education. Studies in Higher Education, 35, (4) Sharpe, R., Beetham, H., & deFreitas, S. (2010) (Eds) Rethinking learning for the digital age: how learners shape their experiences. RoutledgeFalmer, London.