What is ProjectEVOLVE?
ProjectEVOLVE resources each of the 330 statements from UK Council for Internet Safety's (UKCIS) framework “Education for a Connected World” with perspectives; research; activities; outcomes; supporting resources and professional development materials.
This vast library of content is managed by an innovative new engine, designed by the brilliant SWGfL Webteam, that not only makes navigating the content intuitive but allows users to personalise the content they collate.
Just need a research summary on a topic? What about a lesson plan with stimulus questions? How about activities for pupils and students? Professional development materials for your staff at the press of a button or screen tap. It has been designed with customisation and flexibility at its heart.
The vibrant new content has been written by a team of experts here at the UK Safer Internet Centre. It’s up to date; relevant and engaging and moves online life education into the third decade of the 21st century.
We find ourselves in a world where information drives society and for many media businesses, it’s a valuable commodity. In the centuries before us it was coal; iron; cotton; oil: now its data.
Navigating this complex landscape is difficult at best. Many of us find our way through this tangle of information through trial and error; forging our own unique path and learning as we go. However, as we have seen only too often, some of those “errors” have the potential to lead to harm.
It’s no accident, then, that Media Literacy; Digital Literacy and Citizenship are a key element of the UK government’s “Online Harms” white paper. Amongst a raft of other regulatory measures, Media Literacy education threads itself through the whole strategy.
But what does good digital literacy education look like? How do we craft something that not only is relevant but achieves positive and realistic outcomes?
Eight years ago there was no Snapchat; no TikTok; no 5G; no Cambridge Analytica and whilst the landscape doesn’t hinge on one development, the interplay of all of these technologies changed attitudes, behaviours and priorities.
Who’d have thought we would be worrying about fake news across the whole media landscape or who we could trust eight years ago? Ransomware hadn’t raised its ugly head and the prospect of “deep fakes” hadn’t emerged. Gaming had not yet experienced the online ascendancy of GTA V or Call of Duty and “Blue Whale” was still six years away.
Gradually, Digital Literacy became more difficult to update and less relevant with each passing month. .
Time for a rethink.
UK Safer Internet Centre had worked with the UKCIS Education group to create the framework “Education for a Connected World” released by UKCIS and UK government in February 2018. This was a radical refocus on what our expectations and the outcomes should be for children and young people when educating and supporting their lives online.
The framework is challenging, relevant and detailed with over 330 statements covering an age range from 3 years old right up to 18.
Eight strands cover all aspects of online life:
- Self Image and Identity: shaping online identities and how media impacts on gender and stereotypes
- Managing Online Relationships: relationships and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.
- Online Reputation: strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles
- Online Bullying: strategies for effective reporting and intervention and how bullying and other aggressive behaviour relates to legislation
- Managing Online Information: offers strategies for effective searching, critical evaluation and ethical publishing
- Health, Wellbeing and Lifestyle: understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them
- Privacy and Security: behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise.
- Copyright and Ownership: protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.
Whilst the framework is clear and builds on prior learning, professionals are left to their own devices in interpreting statements and planning lessons, activities and outcomes. And there’s so much of it!
Having been at the heart of the framework since its inception, ProjectEVOLVE has been developed to compliment the UKCIS framework and support all those who work with children and young people to bring those statements to life.
Welcome to ProjectEVOLVE.
What about the current SWGfL Digital Literacy site?
We will continue to run www.digital-literacy.org.uk until September 2020 when it will be decommissioned and archived.
Any resources from this site that you feel you would like to keep, then download and save them before then.