Bessette, L., Burtis, M., Catlin, P., Davis, J., Fernsebner, S., Fontem, B., Griffith, A., Heitsch, E., Hydorn, D., Kayler, M., Robinson, J., & Schiffrin, H. (2018, April 12). Incorporating digital fluency at UMW: A report from the digital fluency working group. http://umwdtlt.com/wp-content/uploads/2018/04/FinalDigitalFluencyReport.pdf
UMW created a digital fluency program, working with the definition of advanced digital fluency as, "the ability to consume and produce digital knowledge critically, ethically, and responsibly, as well as creatively adapt to emerging technology." Using an explanation from the Open University, UMW identifies that digital fluency takes information literacy further to include communication, collaboration, teamwork, and social awareness as well as elements of information security and creation of new information and information environments. They recognized that much of this work was already incorporated, unofficially and potentially without being measured, within coursework. Their curriculum was designed to intentionally impact every student so that students would graduate with demonstrable skills and knowledge in digital fluency. This final report contains proposed curriculum plans and resources that may be useful to our plans as well as the timeline of their project planning and implementation. The report contains a great amount of research and sources that may be useful to our planning. It was also helpful to see a three year timeline laid out in an easy to understand way. This source can lead to finding additional sources and programs so overall not much lacking.
Gogia, L.P. (2016, January). Documenting Student Connectivity and Use of Digital Annotation Devices in Virginia Commonwealth University Connected Courses: An Assessment Toolkit for Digital Pedagogies in Higher Education (Publication 10117006) [Doctoral dissertation, Virginia Commonwealth University]. ProQuest LLC Dissertations. https://drive.google.com/file/d/1SGrlOjb3Ad00hmOmUnS6nAYGIFXpKKa7/view?usp=sharing
The article discusses how Virginia Commonwealth University assessed digital fluency and integrative thinking of four "connected" courses. These four connected courses were on a public course website and the students had to complete some of the assignments as blog posts on their personal website or some other blogging platform. The extent to which the students used digital annotations such as hyperlinks, embedded texts, mentions, and hashtags was evaluated and the results were used to predict students' connectivity in future "connected" courses. The author recognized that assessment tool needed to be non-traditional (not simply measuring mastery of a subject). The tool was aimed at documenting how students constructed knowledge. Although the aim was to measure digital fluency, I don't really see how the results can differentiate between digital literacy and digital fluency.
Florida International University QEP Plan: Critical Skills for the 21st Century