Developing Academic Writing Project: Progress so Far…

By Sarra Saffron Powell (Educational Development)

In the Department of History, academic staff have identified writing skills as a priority for student development in order to support higher attainment across all cohorts and levels of performance. The History Writing Project, a collaboration between the School of Histories, Languages, and Cultures (HLC) and Educational Development (CCL), provides students with one to one writing tutorials/workshops. The tutors are current PGR students trained to assist students and record common areas of difficulty, to feed into an online diagnostic tool to be housed in iLearn. Relevant learning resources will be created and uploaded into iLearn for use by all History students.
The pilot is funded by the HSS Faculty Improvement fund, in order to assess the benefits of co-curricular writing skills support delivered by PGR students. It is led by Sarra Saffron Powell (CLL) and Richard Huzzey (History), with support from the HLC Learning and Teaching Support Officers, the History HoD and Margaret Procter (History).
Progress to date
Four PGR tutors have been recruited to the project: they are proving to be enthusiastic, committed and autonomous in their approach. Prior to working with students they attended a bespoke CPD workshop (facilitated by CLL) on approaches to learning and teaching for writing skills development.
A system that enabled staff to refer students as they marked assignments was established. Staff were issued with stickers that they could place on students’ assignments during marking if they judged that the student would benefit from a writing tutorial. This informed students that they could contact the tutors through an email ( to arrange a session. However, the PGR tutors have reported that this approach has been problematic, resulting in poor uptake of the service, as a considerable minority of students no longer collect hard copies of their work. This appears to be linked to the infrequency of students visiting the History department since timetabled instruction was moved to central teaching rooms. In addition, the widespread adoption of electronic feedback sheets makes tutors’ use of stickers impractical; if the Writing Project continues then History Department feedback forms should be redesigned to advertise this service on the pro forma template.

Student Engagement
Given the limited student engagement via sticker referrals and to encourage further uptake, the service has been offered to all students in History via email and VITAL module announcements for core (required) modules. In total 52 students have, or will be, attending one-to-one tutorials which demonstrates a clear need and demand for this service.
The tutors are currently developing a pair of two-hour essay writing workshops open to all History students to be delivered in February and March. The first session is already fully booked with 15 students attending (and places reserved). Anticipating the March workshop be fully booked, a total of 82 students will have benefited from the service.

Developing Digital Capabilities
The foci of the diagnostic are currently being identified during tutorials (thus far, these are typically confidence issues, grammar, structure, style, referencing and use of primary and secondary texts). The diagnostic will be available to all History students in a bespoke section of iLearn. When a student completes the diagnostic the system automatically marks it and sends the student an email of the results which contain hyperlinks of resources in History iLearn. Effectively, iLearn produces a personalised learning plan which could be used during induction, by Academic Advisors, School Learning and Teaching Support Officers and by the writing tutees prior to tutorials. The back-end of iLearn stores all diagnostic scores with student ID which provides valuable data, that over time, will allow anticipatory identification of student skills issues: making it possible to provide development opportunities at appropriate times.
The materials in iLearn will be created to specifically support the development of students’ digital literacy skills that can be harnessed to specifically support improvement of academic writing, organisational and time management skills. iLearn materials will be live and available for student use by Semester 1, 2015.

Undergraduate students attending tutorials or workshops are asked to provide feedback on their experience, which will allow us to evaluate the pilot and gather qualitative information for the department’s curriculum development and iLearn services. Postgraduate tutors are also asked to provide feedback and reflections on their practice and experience. Preliminary qualitative information is given below:
Benefits for undergraduate students
Students report that the sessions were useful and indicated improvement in their perceived self-efficacies. Example feedback illustrates that students value and appreciate the service:
“Many thanks for taking the time to see me. I found it helpful and appreciate the advice…I am sure I will find the group session useful as well.”
“Thank you very much for today’s session, I found it really useful and can definitely see places where I can improve in future essays.”
“Yesterday’s session was really helpful, I’ve been back over my other essays from my last semester and I think with the advice you gave me my essays should be better this semester!”

Benefits for PGR tutors
Our PGR tutors report that their work on the project has given them enhanced capacity for critical self-reflection and greater confidence in small-group teaching contexts. Given the poverty of opportunities for History PGR students to gain teaching experience as part of their degree programme, the project has provided them with essential CV experience for future job applications. Our PGR tutors have stated:
“I have been proud to be involved in the project and have found it to be particularly beneficial to my personal and professional development. I have appreciated being involved from the initial planning and implementation stages… Meeting with undergraduate students on a one-to-one basis to share best practice and identify issues with their writing has really improved my confidence.”
“As a final year PhD student, I have found the Writing Tutors pilot to be extremely useful and engaging on several levels. It has provided me with valuable teaching experience, including the planning and running of a workshop, and one-to-one tutorials. With limited opportunities for teaching experience on the PhD programme, the pilot has given me the chance to practice and improve my teaching skills in new and different ways. Working closely with students on their writing skills has given me a real insight into the broader undergraduate experience, and has shaped my own understanding of how to provide useful feedback. Looking at common writing mistakes and how best to overcome them has also made me think about my own writing skills, and how they can always be improved. I have really enjoyed working with the students, the other tutors, and the staff that have worked to carry out the pilot, and I hope that it can continue in some form for the rest of the academic year and beyond.”


Learn IT: Blog it! Tweet it! Film it! Wiki it! from the student’s perspective

So, I attended the last event from the series of Learn IT (a staff-student exchange event), organised by Developing Digital Literacies working group. Before writing this post, I looked at the written form of the passed talks produced by other participants, including the guild’s president and lecturers from different departments. Seemingly, this Tuesday it was a concluding part of the continuous discourse around issues on online identity management, academic content creation, interaction between staff and students, possibilities of new media technology, and more.

Learn IT student-staff exchange concluding talk


Some of the Tuesday topics on the agenda were:

  • VLE (virtual learning environment) perspectives
  • Teaching & Learning techniques through technology
  • Academic content production in various media
  • Digital literacies of various stakeholders at university
  • Action points to promote media literacy (some of them seen in the picture below)
Some action points posted real-time on textwall

Some action points posted real-time on textwall









Overall, it was a very lively discussion where everybody expressed/contributed an interesting bit of their own experiences in relation to media technology use for their teaching or/and learning methods. Particularly, I’ve found it compelling when one speaker mentioned the difficulty for academic staff to ‘break the ice’ with their students on mainstream social media. From Georgina’s words (a lecturer from Media & Communication dep.), students seemed to be reluctant towards extra interaction with their lecturers/tutors on popular social media. I would consider this unwillingness as the result of lack of highly-valuable asset as time and apparent unawareness of potential benefits from such networking-interaction for their future career development.

Surely, there is a matter of privacy that students may be concerned with, when a member of staff ‘invades’ the personal space despite the fact that proximity is minimised. I imagine it is inconsistent for a student to combine his academic and social life in one place. Moreover, I think even if such network (for instance a university bespoke blog) existed, it would put more pressure on already loaded academics who probably struggle to even respond on time to unread emails from students. Further, in our group talk it was immediately pointed out by Alistair (a final year engineering student), that this extracurricular practices do not drive the grades up so there is no point in participating for scholars.

To take the matter even further, it was interestingly pointed out in one of the commsmedialiverpool posts, that the idea of 24/7 university may pose health-related dangers to students. Although the concept was substantially discussed in relation to physical university rather than virtual technologically-enhanced learning opportunities. Nevertheless, one could still relate the similar trend of potential dangers and disadvantages to the increased proliferation of social media. So perhaps, the fuss about finding the new ways to engage students more with the academic staff by means of new media is more incidental.

On the other hand, for me the proposition of more staff training seemed most viable. Particularly, in relation to developing certain skills and literacies in order to ‘gain’ students’ attention, thereby  potentially cultivating relationships between one another. From my perspective, the lecturer’s/tutor’s skill (or talent?) to make students think matters most when attempting to boost interaction amongst the two, in either real or virtual environments.



LearnIT staff-student exchange: Blog it! Tweet It! Film It! Wiki It!

The latest and last in the series of digital literacies staff-student event was focused on the use of social and/or multi- media technologies in teaching and learning. Personally, I’m a fan of finding new ways to do things (a prezi might take hours or even days longer to put together than a PowerPoint presentation, but it can be more dynamic and engaging and give a lecture a different atmosphere). As one of four ‘case study’ speakers, however, I kicked things off by talking about the need for a bit of caution. Whether we’re active users of Facebook and Twitter or not, it’s easy to assume that students are heavy users of social media and thus that it would be a good idea to bring these platforms into the classroom. My experience has been mixed, but it’s often not the case.

As an active user of Facebook and Twitter I know how useful I find them for keeping up with what’s going on in my field, and for sharing ideas, links, videos and so on. I can access them whenever and wherever I like (and I probably do so too frequently). In-house virtual learning platforms struggle to ape this kind of sharing environment, so it seemed natural (I will make explicit the problems with this assumption in a moment!) to create a space on Facebook for students on a large, broad-ranging first-year module I taught on at my previous university. Most people, if not everyone, would already be on there, the module convener and I reasoned, so it was just a matter of creating the sort of private group that we used with research colleagues.

In fact the students were so resistant to it that we never got as far as that. Students did not want to share their social space with the likes of us, and they didn’t feel that they’d be missing out on much by not having a space for discussion. Among groups at this week’s LearnIT event, it was suggested that students who are not already using a site might actually be more receptive to using it in learning and teaching contexts – particularly so in the case of Twitter, since they don’t have months or years of often quite personal narrative to make available to a new and unintended audience. (These questions drive right at the heart of digital literacy, of course, and students need to confront the public nature and accountability of social media use, but perhaps asking them to do so for the purposes of one module is unwise.)

Various other concerns emerged from these group discussions, including a reminder that accessibility is not universal, and not even the (popular) suggestion that all students and staff are issued with iPads would remedy that. It was also pointed out that online platforms lack the cues as to likely reception that students get in face-to-face interactions in seminars, which inhibited even those students who most wanted to speak. Though students suggested that they often use Twitter with different intentions or emphasis to academics (see image), there was some suggestion that module hashtags were popular with students, who could follow posts without being under pressure to contribute.Screen Shot 2015-03-12 at 16.05.12

Our group spent a long time discussing how staff might be able to inspire imagination and risk-taking in coursework, and the feeling from students was that this needed specifically to be incentivised (by warning of lower marks for ‘safe’ submissions) and also to be visibly supported by staff (by being available to help students whose more creative efforts feel less secure). It was perhaps out of this that we developed our recommendation that the Developing Digital Literacies Working Group (DDLWG) takes this forward by commissioning and analysing case studies from existing modules at the university, presenting staff and student perspectives.

It was interesting to hear from a colleague in engineering, Dr Ian Walkington, and one of his students, Alistair Craig, about a module on climate change that was assessed in ways designed to address concerns that employers had about skills typically lacking in engineering graduates, including communication skills. On this fourth year module, students had to write an essay (as opposed to a technical report); a brief blog post and a poster, each communicating a complex idea; and produce a video looking ahead to the year 2100. Alistair reported that students recognised the benefits in terms of the job market but that the success of module (on which numbers have been rising over the past few years) rests chiefly on the fact that the use of digital technologies feels integral to the design and aims of the module; that is, it makes sense.

For me, the key thing is to ensure that we don’t use these things because they’re shiny and new and disrupt, in whatever limited way, the familiar university teaching and assessment routines (for students and for staff). Those should be the bonus features of doing something that is primarily motivated by pedagogic and skills-based goals. Our embrace of digital technologies in teaching and learning needs to show an awareness of the uncertainty and insecurity that students may experience in the process, and to avoid a situation where students given assignments using digital technologies for the first time in their third or fourth year feel like guinea pigs – a conclusion that suggests this is a matter we need to think about not only in our own modules, but at programme level.

Next event: Blog it! Tweet it! Film  It! Wiki It! 

An invite to our next event: Blog it! Tweet it! Film  It! Wiki It!  aka, reading and creating academic communications in a range of media

Do you use blogs, tweets , films or wikis in your academic work or study? In today’s digital world, staff and students need to know how to communicate not just in writing in academic journals but increasingly in other internet-media.

All staff and students welcome.

LearnIt: Blog It! Tweet It! Film It! Wiki It! - on 10th March 2015

LearnIt: Blog It! Tweet It! Film It! Wiki It! – on 10th March 2015

Tuesday 10th Mar 2015, 13:00-15:00

The Guild, Elizabeth Gidney Suite

More info and registration at

Refreshments: tea/coffee/muffins

Come along and hear from academic colleagues, colleagues from the Guild, and students,  how these alternative forms of communication can enhance learning and be fun and engaging.

By taking part, you will have opportunities to

  • Learn about reading and creating academic communications in a range of media
  • Think about how you can capitalise on the means by which students’  “real world” experiences are so often conducted
  • Gain tips and techniques that you can take away.

We hope that as many of you as possible will be able to attend the event yourselves, but also that you will be able to promote the event to other colleagues and students.

The Developing Digital Literacies Working Group

Learn IT Staff-Student Exchange – Digital Research: beyond Google 17th February 2015

LearnIT event on digital research

LearnIT staff-student exchange event on digital research, University of Liverpoool, Guild,

This event continues the Learn IT series of seminars and group discussion networking events hosted by the Digital Literacies Group of the University of Liverpool.  The event began with a welcome by Emma Sims from the Guild and Dr Ann Qualter, Director of Academic Development, Centre for Lifelong Learning, outlining the changing nature of libraries education over recent decades and imperative to acquire awareness of digital information sources and techniques.

The seminar proceeded with presentations by Peter Reed (Health and Life Sciences learning technology lecturer), Nor Asikin Tegoh (Management PGR student) and Emma Thompson (Library Learning & Teaching Lead).

Peter’s presentation focused on the Mendeley referencing management application, demonstrating the use of this software to store, import and create reference citations and integrate in-text citations in office documents, this presentation particularly contrasted Mendeley with traditional and comparative approaches for reference management; Peter also drew attention to the Google Scholar search engine for identifying and working with academic or peer reviewed literature, including facilities to assess the research impact of particular journals and articles.

Nor’s presentation described a sense of missed opportunity to effectively use referencing applications when embarking on academic studies; Nor particularly drew attention to the advantages of the Refworks management platform for managing citations via folders and for categorising works thematically within the context of her own academic work.

The presentation provided by Emma outlined digital Library services available, including approaches for use of Google Scholar offcampus, use of multi-source Library platforms and databases (such as Discover, Scopus and Web of Science) and Library support for referencing systems (such as Refworks, Endnote  and more recent applications).

The group sessions provided an opportunity for delegates to share their own experiences of using Library resources and to hear tips and suggestions from Librarians, students and staff attending.  Some of the themes explored included new online or Library based services or tools which could have benefited individuals at an earlier stage of their research or career and issues surrounding evaluation of digital content; observations included the benefit of advanced searching techniques within online databases, techniques for filtering or ranking articles using bibliometrics or peer reviewed criteria and the need for staff induction support comparative with the student Library induction.

The event provided a forum for staff, students and post-doctoral researchers to network and proved a valuable opportunity to share experiences and new approaches for engaging in study and research.


Paul Catherall, Library

17th February 2015

Have you Googled yourself recently? Report from our student-staff #LearnIt event

Student-staff exchange on digital identity - a LearnIt event by the Developing Digital Literaicies Working Group, hosted in the Guild

Student-staff exchange on digital identity – a LearnIt event by the Developing Digital Literacies Working Group, hosted in the Guild

Online career and identity management was the theme of the second event in the successful LearnIt series of staff-student discussion events.

Students and staff from academic and professional services departments from across the institution heard brief introductory presentations on how/ why your online presence can influence your career, how social media can support academic learning, and how students can actively use social media to promote their subject to the wider community. These thought-provoking presentations were then followed by discussion groups comprising staff and students. A wide range of subjects was discussed including tips and techniques for different social media tools, the challenges of managing your online identity, multi- cultural approaches to social media and issues of ethics and integrity of an online presence.

Following these discussions, the group developed some action points for the institution, which will be taken forward by the DDLWG. These actions points were:

  • We need to look at consistency of social media presence of the different units of the university
  • The need for a university steering group for social media activity
  • Interpretation of corporate policies on social media into a student friendly format
  • Corporate Communications needs to promote social media policy
  • Training for students and staff
  • Raising awareness of professionalism on social media within academic context
  • Internationalism in the virtual environment – needs to be looked at
  • Investigate own professional body guidelines and see if we can create a support session for students to help them to adhere to the guidelines
  • Google yourself to see which online profile is most visible
Student-staff exchange on digital identity - a LearnIt event by the Developing Digital Literaicies Working Group, hosted in the Guild

Student-staff exchange on digital identity – a LearnIt event by the Developing Digital Literacies Working Group, hosted in the Guild

Commenting on the workshop, Dr Nick Greeves said “The workshop highlighted the power and potential of online professional activities for students, staff, departments and the University while also demonstrating that it is challenging to give definitive guidance to all these groups. It is clear that we need to address the constructive development of online identity for students (and staff) within our teaching at a departmental level. The opportunity provided by this event to hear diverse perspectives was invaluable.”

Student-staff exchange on digital identity - a LearnIt event by the Developing Digital Literaicies Working Group, hosted in the Guild

Student-staff exchange on digital identity – a LearnIt event by the Developing Digital Literacies Working Group, hosted in the Guild

Alex Ferguson, Vice President of the Liverpool Guild of Students, added: “It was great to see a second Learn IT event in our building, at the Liverpool Guild. We kicked off with a series of explanations of what an online footprint was, and how it could help (or hinder) the student, academic staff or member of the professional world. It was so apparent social media is second nature to us now; we use it for everything and do not think about the fact it exists as a record of self and access point of information.

We saw how in the work environment it could mean the difference between hiring and firing someone – a true way for an employer to find out more about the personality of their prospective employee. We saw how it can be used more publically to let the wider world know about areas of academic work, or the activity of a society”

The final two events in this series are shown below:

Tue 17 Feb 2015,              1-3pm   Information literacy & Digital research skills

Tue 10 March 2015          1-3pm   Media literacy online;  Collaboration & Communication online

You can register now via

blog by Trish Lunt, Educational Development

Have you ever Googled yourself? Our next Student-Staff LearnIT event on career and digital identity management, 18 Nov 2014

Have you ever Googled yourself? What would you find? What would you like your digital footprint to look like? This LearnIT Student-Staff Exchange event will focus on the opportunities and challenges of managing our digital reputation and online identity –and why and how it matters both for students and for staff.

Event leads: Trish Lunt, Educational Development, Fiona McNamara, Careers and Employability Service, Anna O’Connor, School of Health Sciences, University of Liverpool.

LearnIT Career and Digital Identity student-staff exchange 18 Nov 2014

LearnIT Career and Digital Identity student-staff exchange 18 Nov 2014

Date/Time: Tue, 18th Nov 2014, 13:00-15:00
Venue: The Guild, Elizabeth Gidney Suite
Refreshments: tea/coffee/juice and muffins

By taking part, you will have opportunities to:

• Meet students and staff at the university;

• Learn about how and why staff and students manage their digital identity, and what social media tools they use to support this;

• Gain tips & discover new ideas to try.

Please register on the CLL booking site or directly 
Presented by: Developing Digital Literacies Working Group

Twitter: @LivDigiL

Upcoming LearnIT Student-Staff Exchange event series 2014/15:

Date                                               Event theme

Tue 17 Feb 2015, 1-3pm               Learn IT: Information literacy & Digital research skills

Tue 10 March 2015, 1-3pm           Learn IT: Media literacy online;  Collaboration & Communication online

LearnIT, as seen by the Guild President

From Harry Anderson, Guild President, University of Liverpool

a photo of Harry Anderson, Guild President, University of Liverpool

Harry Anderson, Guild President, University of Liverpool

The Guild recently played host to the inaugural Learn IT session – a series set up by the University’s Developing Digital Literacies Working Group with the help of the Guild tasked with looking at how we use and interact with technology in terms of our education.

The event brought together students and staff from a variety of areas within the University, with the aim of the inaugural event being to begin the conversation over where we are, as in institution, in terms of technology enhanced learning.  As a result, the questions discussed remained broad and ranged from effective time management through to how our physical spaces at the University are conducive to digital learning and working.

Partly in a nod to the future Learn IT events, and partly due to the open and frank nature of the event, it was stressed that Tuesday’s session was merely the start of the conversation. There were to be “no wrong answers”. Dr Nick Greeves, for instance, referred to how Chemistry had been looking into providing iPads to students to allow them to take notes, with one of the interesting discussion being around how physical note-taking (i.e. the old fashioned pen and paper approach) was still seen as superior given that it was often quicker and enabled students to absorb information better. Therefore, understanding when and where technology is of benefit was equally as important as understanding when and where it is not.

LearnIT - inaugural event on digital literacies

Small-group discussion on the use of technologies for learning/working at the LearnIT – inaugural event on digital literacies, 28 Oct 2014, The Guild, University of Liverpool

Another key message that emerged from the event was the fact that issues concerning technology were not just reserved to students, and were equally a concern of staff too. Bringing together students and staff into the same open forum was one obvious way that illustrated this, highlighting, for example, how time-management and the like were problems staff had to deal with just as much as students. Presentations, however, from Law lecturer Dr Rob Stokes and third-year Physics student Joe Chamberlain also helped bring this point into sharp focus. Both Rob and Joe, for example, talked about different issues they’d faced, and overcome, with the help of technology, with Joe even having designed his own app, Unisocs, to manage his course demands. With these presentations acting as the catalyst, conversations soon began to flow amongst the various groups, with recommendations, points of discussion and broad issues being picked up and debated.

One such discussion I had concerned the provision of WiFi around campus. As with the above, it soon became evident that good provision of WiFi was an issue staff felt equally strongly about and how, with the landscape of technology rapidly and ever changing, the need to be able to connect and access resources lay at the heart of virtually everything. Whether it was accessing VITAL, sending emails or reading e-books and journals, the need for a fast and secure connection was essential.

LearnIT - inaugural event on digital literacies Small-group discussion on the use of technologies for learning/working at the LearnIT - inaugural event on digital literacies, 28 Oct 2014, The Guild, University of Liverpool

LearnIT – inaugural event on digital literacies

Overall, the first Learn IT session went down extremely well, with positive feedback from staff and students alike. By bringing together both groups, the Tuesday’s event created an opportunity rarely afforded in other university settings and enabled a frank, open and honest discussion about how we currently use technology and crucially how we can improve it for both staff and students. Given this event was just the starting point of a much wider Learn IT conversation, the remaining sessions will no doubt be just as successful and I very much look forward to attending.

Harry Anderson, Guild President

Not so much “ECDL” but rather “how can I do well…?”

The inaugural LearnIT event

This week launched an Iphone app which allows students to use their mobile phones to photograph a mathematical problem and not only to obtain the correct solution but also the full “working out” – that evasive concept which my old maths teachers used to constantly insist upon seeing. In my case it didn’t really matter. Both my workings out and my final answer were usually wrong – which is probably why I ended up following Law instead of anything which involved the slightest hint of scientific method.

The other significant event of this week for me was the inaugural session in the LearnIT series which is being co-organised by the Developing Digital Literacies working group and the Guild in recognition of the rapidly changing technological landscape in which teaching, learning, living and working now take place.

LearnIT inaugaral event

The event saw around 60 staff and students discussing how we can use technology to make us more efficient with our time, more effective collaborators, and more flexible and better organised writers.

This was the first in a planned series of events which will start to focus on more specific issues. I am personally looking forward to the upcoming session which will consider the reputational issues at stake for users of the web and particularly social media. The value of managing your ‘digital footprint’ in a well-informed and even a creative way is something which our own students are becoming more and more aware of. The LearnIT: Career and digital identity management online session will take place on the Tuesday 18th Nov 2014, 1-3pm to consider those sorts of issues. You can register for this event here.

What makes this series of events particularly interesting is that it proceeds on the assumption that we really don’t know what the “right” approach to using technology in HE effectively actually is. That seemingly down-beat outlook in fact promises to delivery much more than we might expect from a new-age trendy tech-evangelist perspective on technology. The LearnIT approach is open-ended and makes no assumptions about what technology might offer us. Tuesday’s event saw staff and student break out into focus groups to grapple with particularly un-focussed ideas. Because that the point; to break with conventional perspectives on IT for teachers and learners in higher education and start talking about what we want and need from technology.

Up until that moment I had tried very hard so far to avoid saying IT for a very good reason. This programme of events is about needs and solutions in the context of the work we do, not the all-to-easily-accepted discourse on Information Technology training and skills. This new discourse speaks of digital literacy not information skills. Not so much “ECDL” but rather “how can I do well…?”

We heard two excellent presentations from Dr Rob Stokes (lecturer from Law) from Law and Joe Chamberlain (student from Physics) which illustrated just that point. Each of these participants at some point faced the same problem – how to manage the challenges of workload management in the context of intense pressure to succeed. What solutions might technology offer to workload management? Neither of the solutions suggested by our speakers were the same in any shape or form but each was their own solution and each met the users’ needs.

The inaugural session has stepped up to face a myriad of issues ranging from helpful apps to awful habits, from online worlds to physical spaces, from the custom fit of the personalised app to the regimental reliability of the corporate IT solution. Looking at how our individual personalised learning, living and working needs might be met within the ever changing word of the app.

Jeremy Marshall (Lecturer, Liverpool Law School)

Follow the conversation about digital literacy for Liverpool University staff and students on Twitter at #LearnIT and @livDigiL and online at

LearnIT: the inaugural student-staff exchange event

Today is our opening event for the Learn IT event series. Can’t wait to get our discussions going on how both staff and students use technology for their learning and working activities!

We will be updating this blog with the event highlights- so feel free to subscribe and follow us. Follow us on #LearnIT, @LivDigiL.

Learn IT : student-staff exchange at the University of Liverpool

Learn IT : student-staff exchange event series at the University of Liverpool

Come along to the opening event of the Learn IT Student-Staff Exchange event series. The Learn IT series aims to foster student and staff dialogue about our digital practices and environment. The inaugural meeting will focus on the theme of using digital technologies for Learning and Working and will be opened by Dr Anne Qualter, Director of Academic Development and Lifelong Learning and Head of the Centre for Lifelong Learning and Harry Anderson, President of the Guild of Students.

Together, we will explore which technologies are used by students for studying and managing their social lives and which digital study-, teaching- and research-practices are used by lecturers.

By taking part, you will have opportunities to:
•Meet students and staff at the university
•Learn about how staff/students use digital technologies for learning and working
•Share some strategies for using digital tools
•Listen to other perspectives on digital practices and attitudes
•Gain digital tips for learning and working
•Discover new ideas to try

See you there,

the Developing Digital Literacies Working Group