Abstract:

The English term digital literacy has now largely replaced the German term Medienkompetenz (Narr;Friedrich 2021), but aims at the same content: it is about self-determined action and participation in the digital world as well as critical engagement with (digital) media. In a world shaped by digitality, cultural and social representation in digital media, as well as interaction in digital spaces, has gained importance in our lives. Although digitisation is associated with many advantages (teaching and learning would otherwise not have been possible for long stretches of the Corona pandemic), digitisation also brings with it many disadvantages and problems (Stifterverband für die Deutsche Wissenschaft, 2021, p.2). Dissolution of boundaries or the violation of personal rights in many different ways are only two negative examples among many. Digital literacy means the competence to recognise, name and constructively criticise these dangers and problems (cf. Brandhofer et al.,2019). Only in this way can digital literacy be further developed, especially in higher education or in individual professional fields. In the six described workshop events, we want to address the following topics: Digital Competence Framework, Culture of Digitality, Digital Education in Early Childhood, School and Higher Education, Impact on Politics and Civil Society, Impact on Ethical Debates. The workshops are structured in such a way that after a professional input and critical debates, we present a thematically relevant digital tool in each session and try it out together. In this way, we want to approach the topic of digital literacy not only from a theoretical level, but also through "learning by doing". That's why the workshop is also about: Bring your own device! The workshop will raise the questions to what extent universities can become more digitally competent and develop future competences? and what competences and skills must students of socially relevant degree programmes be taught so that they can work in a digitalised world of work? In addition to an extensive literature research on the understanding of the term and the role of future skills in the university context, participating students will formulate blog posts in small groups for each seminar unit and publish them on our event homepage from the project "BediRa"(Beziehungsarbeit im digitalen Raum gestalten) at the University of Applied Sciences for Social Work, Education and Nursing in Dresden. In this way, other teachers and students also get a good impression of the seminar and the acquisition of knowledge is regularly documented. Likewise, the discussions on the lectures are prepared by the students in small groups. In this way, the workshop format is participatory in the sense of the students-as-partners approach (Kleppsch & Schulze-Achatz2023).

References:
[1] Brandhofer, G., Baumgartner, P., Ebner, M., Köberer, N., Trültzsch-Wijnen, C. & Wiesner, C. (2019):
Bildung im Zeitalter der Digitalisierung. Nationaler Bildungsbericht 2018: Bd. 2, 307–362.
[2] Kleppsch, J.; Schulze-Achatz, S. (2023): Building Bridges – Beziehungsarbeit im digitalen Raum
gestalten, https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa2-839488 [20.04.2023]
[3] Narr, K.; Friedrich, C. (2021): Medienkompetenz und Digital Literacy,
https://www.bpb.de/lernen/digitale-bildung/politische-bildung-in-einer-digitalen-
welt/324982/medienkompetenz-und-digital-literacy/#node-content-title-6 [26.04.2023]
[4] Stifterverband für die Deutsche Wissenschaft. (2021): 21 Kompetenzen für eine Welt im Wandel:
Discussion Paper. https://www.stifterverband.org/medien/future-skills-2021 [22.04.2023]

Keywords:

future skills, higher education, digital skills.