BCcampus has launched Indigenous Digital Literacies, Educator Professional Development, a curated collection of openly licensed learning materials to support the Post-Secondary Digital Learning Strategy. This collection, aimed at further integrating Indigenous perspectives into the Digital Literacy Framework, focuses on competencies and skills relevant to working with First Nations, Métis, and Inuit learners.
The Indigenous Digital Literacy resources were created by educators with deep expertise and experience in adult learning, who also have a passion for advancing decolonization and reconciliation in systems of education. These resources were created to help post-secondary educators design and support digital learning experiences and environments that are respectful, mindful, and inclusive of Indigenous Peoples, protocols and priorities.
One of the authors is Connie Strayer who has a long career in Indigenous education. She is focused on the decolonization of the post-secondary sector. She aims to bring those ideas to the mainstream. “I want these perspectives to be viewed as equal and complementary; Indigenous world views and ways of knowing and being are just as valid as the colonial, Euro-centric views,” said Connie.
Her co-author, Robyn Grebliunas, brings a digital focus to her work in Indigenous adult education. She emphasized that everything in the course materials they developed applies to all learners. “Best practices in Indigenous education are relevant to everyone. Educators will be able to use this information to the benefit of all their learners,” said Robyn.
Learning Modules
The learning modules cover the Digital Literacy Framework’s eight competencies needed for educators and students to thrive in a digital post-secondary environment. They go further by highlighting and delving into the Indigenous-specific content and perspectives such as data sovereignty principes, distinction-based approaches and language, protocols around self-location, territory acknowledgment, involvement of Elders and knowledge-keepers, and cultural practices. They are intended for a wide audience, including those new to the reconciliation journey to those further along their path.
The first module looks at Indigenous governance structures. The authors were intentional to avoid presenting a pan-Indigenous approach to governance, and so perspectives from First Nations, Métis, and Inuit are included. Although the courses can be taken in any order, the authors recommend everyone start with the first module on governance as it provides the foundation for all the other modules.
“The governance chapter will help not only students and instructors in post-secondary education, but all humans living in Canada embarking on a reconciliation journey,” said Connie. “It will help people understand the importance of localizing the work and understanding the context and location in which they are working.”
Authors
Both Connie and Robyn acknowledged that as Indigenous people, it is important to self-locate. They emphasized that they are not speaking for all Métis people; they are speaking from their own lived experience as Métis people, from what their Elders have taught them, and from their career experiences. They have taken those perspectives and learnings about the barriers, strengths and needs of Indigenous people and have incorporated those into the Indigenous Digital Literacy resources. “We approach this as lifelong learners ourselves and we hope that it opens doors to other perspectives and helps break down silos.”
As they share in the introduction to the first module:
“Our intention is to create a safe space for exchanging knowledge. We come with an open heart and open mind and hope to be received in the same way. These modules and lesson plans have been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with all our relations, including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more—everything seen and unseen.
We designed this course from a space of cultural and traditional practices that may be integrated into creating a safe digital space for Indigenous learners.
It is important to recognize that your learning only begins here… you can [now] begin to understand the traditions, history, and protocols that will become an important part of creating Indigenous digital literacy for your students.”
Webinar: Weaving Indigenous Ways of Knowing Into Digital Literacy
Join the authors, Connie Strayer and Robyn Grebliunas, in conversation as they introduce the newly released materials in the Digital Literacy collection focused on weaving Indigenous ways of knowing into technology-supported teaching and learning practices.
The webinar, Weaving Indigenous Ways of Knowing into Digital Literacy, takes place on Thursday, August 26, from 11:30 a.m. – 12:30 p.m. Registration is free and open to all.
Digital Literacy Framework
The Ministry of Post-Secondary Education and Future Skills, in consultation with the B.C. post-secondary system, released the Post-Secondary Digital Learning Strategy (DLS) in 2023. The intent of the DLS is to address issues around the use of technology that came to light during the rapid pivot to online learning due to the global COVID pandemic in 2020.
BCcampus is working with the Ministry of Post-Secondary Education and Future Skills to support the implementation of the Digital Literacy Framework. BCcampus developed the Digital Literacy website, a shared collection of openly licensed learning resources, curated, and reviewed by an expert panel of B.C. post-secondary educators. It provides openly licensed learning materials – targeted at students and educators to develop digital literacy skills. These resources align with the eight competencies outlined in the Digital Literacy Framework.