Essential Skills for Digital Life
The rapid growth of information technology has opened new ways to learn, work, and connect with others. However, people need to constantly learn an evolving set of competencies and skills to pursue these opportunities. Depending on socio-cultural contexts and broader technological affordances, this can require anything from repurposing traditional literacies (information literacy, media literacy) to developing cutting edge technical competencies (robotics, programming). We explore what skills and pedagogical approaches are best suited to enable individuals and communities across varied cultural settings to participate equitably in digital life. Through this research we co-develop tools, approaches, and public policies to ensure our work has applied impacts for populations that have historically been denied access to learning opportunities.
- What essential skills are necessary to engage in digital life across different social and technical ecosystems, and how are these skills used to produce new opportunities in everyday lives?
- What learning environments, pedagogical approaches, and learning tools are most effective for enabling different communities to develop these skills?
- How can participatory technology design be utilized to better align digital resources with local needs and skills?
- Data for Decision-Making Curriculum
- Refugee Women And Technology Education in Seattle
- Digital Skills for Digital Equity
- STEM Education for Gender Data Equity in Costa Rica
- Mobile Information Literacy
- Advancing MOOCs for Development
- Mapping eInclusion Actors in the European Union
- e-Inclusion actors in the European Union: Theories and frameworks
- Employability Evidence Narratives
- Technology Utilization in Boys & Girls Clubs of America
- Technology for employability in Washington State
- Immigrant Women and e-Skills in Europe
- Youth, Accessibility, and Employability in Latin America
Digital skill sets for diverse users: A comparison framework for curriculum and competencies
MOOCS: A guide for educators
People & Organizations
- Research Team
- Maria Garrido, Principal Research Scientist, Information School
- Chris Coward, Principal Research Scientist & TASCHA Director, Information School
- Stacey Wedlake, Research Coordinator and Analyst, Information School
- Andrew Gordon, Professor Emeritus of Public Policy & Governance, Evans School of Public Policy & Governance
- TASCHA Hiring Winter 2019 Research Assistant
- Advancing MOOCs for Development Initiative creates evidence-based guides
- New report: TASCHA study on MOOCs in developing countries reveals half of users receive certification
- Survey launched for Advancing MOOCs for Development Initiative
- What role do MOOCs play in workforce development? New project launched to find out
- New publication highlights the role of eInclusion actors on improved digital literacy in the European Union
- TASCHA at Spark 2013