Abstract
(2019). Fruitful Gaps in Digital Literacy: Interpreting gaps in digital literacy among stakeholders in collaborative design research projects as an evolving innovative capacity. The Design Journal: Vol. 22, Running with Scissors: 13th International Conference of the European Academy of Design, Dundee, 10-12th April, 2019, edited by Louise Valentine, Joanna Bletcher and Leon Cruickshank, pp. 2045-2059.
Highlights
This paper discusses the problem of assessing shared value from collaborative design research amongst an often-diverse set of stakeholders concerned with design of digital media systems
By tracing how a multitude of different involvements in the same design program, gradually changed the organisation’s mindset, both towards the initiated design interventions, as well as broadening the proficiency in adopting and appreciating research insights. We examine this through the lens of how digital literacy of a diverse set of stakeholders evolve, and how this literacy is an asynchronous process, involving dynamic gabs between e.g. digital literacy of design researchers and organisational staff
We have induced how development of digital design maturation of different stakeholders is an important dimension of co-design; we argue that the maturity discussed can be described as a measure of digital literacy
Summary
This paper discusses the problem of assessing shared value from collaborative design research (codesign) amongst an often-diverse set of stakeholders concerned with design of digital media systems. We discuss the divide as a gap in digital literacy among stakeholders when collaborating during the design process. That is the ability to reflect on opportunities and challenges with a given digital technology in a practice context. This ability is typically not equal among stakeholders of a design research project. The diversity of stakeholders creates a challenging mix of different levels of digital literacy towards realisation of a digital technology. We argue that difference in digital literacy is not a process of synchronisation, but a process of recognising dynamic gabs between how stakeholders develop digital literacy gradually throughout collaborative research at different reflection levels
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