Library Subject Guides
Below are a few real-life examples of how digital literacies have been embedded into modules at York. The Creativity Lab has even more on its website and blog:
Digital artefacts such as videos, podcasts, and even social media posts can accompany more traditional assessment outputs. In this example the assessment was preceded by a seminar introducing potential tools and methods.
48 2nd year Criminal Law UGs
Module assessment: practice-based learning group tackling societal issues; creating a digital artefact to support a presentation.
Encouraging a more adventurous approach to a wider range of media.
2-hour embedded seminar including reflection and group discussion.
It was very useful for this project that groups had already been established and were able to talk about their actual idea. Pacing of the session is important when covering many technologies. Having alternative approaches increases accessibility.
Production of a digital artefact may draw upon the following skills:
A podcast assessment can be a relatively straightforward way to get students involved with audio editing and other digital skills (a full list of which is included at the bottom of this box).
60 2nd year Human Geography UGs.
Module assessment.
Redesigned the module to include creative outputs, thereby encouraging creative methods of learning and enhancing skills using multimedia tools.
The Creativity Lab provided a lecture in the basics of podcasting. One student from each group was invited to a podcast studio induction. On completion of the induction the Creativity Lab earmarked dates for the students to use the studio to record their podcasts. The Creativity Lab provided some dates whereby technical staff were available to provide some supplementary workshops to support editing of the content using the Lab facilities.
Early academic buy-in and engagement is beneficial to the smooth running of the project. Managing larger groups of students with conflicting priorities and needs can be difficult given finite capacity.
Bear in mind that access to studio facilities may be limited, but students should be able to produce similar results on a laptop or other device. You will need to consider questions of equality of access to the technologies available.
A podcast assessment involving a research component will potentially offer the following skills:
Video editing can be more technically involved than podcasting. This can introduce additional complications but also additional rewards...
20 2nd year and final-year Language & Linguistics UGs.
Summatative module assessment: Create a vlog outlining a social problem and propose a new movement to promote awareness of the issue.
Getting creative with a wider range of media and conveying a meaningful message by telling a well-argued story with the help of an authentic, compelling and polished video — the same method as used by public figures, influencers and corporations in today's visually-driven society. By confidently producing high-quality and impactful videos, students gain key transferable and professional skills that will help them in their future careers.
A two-hour seminar including reflection and discussion in pre-assigned assessment groups.
Students should be able to edit video content on a laptop or University PC but the process can be time-consuming and may work better on higher-spec devices. You will need to consider questions of equality of access to the technologies available. Video equipment is available for loan from the Creativity Lab, but most smartphones will also be able to record video in an appropriate format. The Creativity Lab also has video editing software and high-spec computer equipment.
A video assessment involving a research component will potentially offer the following skills: