We are witnessing a cultural shift -from close to open, from eventually to instantly. Digital tools enable us to publish thoughts in numerous ways changing the form that individuals collaborate. The very notion of literacy has changed. It is no longer literacy but literacies, denoting by its plural form the complexity of this new medium. Based on this, my research asks: how can students be supported to engage in an open and meaningful way with digital literacies in academic settings so they become research digitally literate?
This research aims to provide empirical evidence on students’ process of crafting their PLEs and its implications for learning. Students’ social identity will be harnessed and together we will tinker and fix their informal PLEs using a scaffolding structure yet to be designed using data gathered in the initial process.
A first round of data about their informal PLEs has been collected; tools for academic purposes were absent in their spaces. Students called for guidance and support. What follows is the first support intervention: four 20Min-sessions -digital bite- that will be running at the beginning of the lecture, they will showcase a tool and its functionalities. With this knowledge in place and their learning profile, the design principles for the model will be conceptualise and students will start to pull their tools together to (re)design their PLEs.
There is more than one route to success; each student will reinvent their learning space, linking technological activities with transformational learning while hacking, making and sharing their experience