Turning our critical faculties up to eleven: reflections on creating a short course in digital literacy
| dc.contributor.author | O'Dowd, Irene | |
| dc.contributor.author | Byrne, Ann | |
| dc.contributor.author | Davey, Emberly | |
| dc.date.accessioned | 2023-11-15T10:39:39Z | |
| dc.date.available | 2023-11-15T10:39:39Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.13012/174 | |
| dc.description | This presentation was delivered at the second annual HECA research conference held in DBS Dublin on November 14th, 2023. The presentation outlined the development of a digital literacy OER by research and library staff in the digital learning department at Hibernia College. | en_US |
| dc.description.abstract | “I believe virtually everything I read, and I think that is what makes me more of a selective human than someone who doesn't believe anything.” (David St Hubbins) Approaching life like David St Hubbins from This Is Spinal Tap (1984) was all very well back in the 1980s, but it is a less good idea in today’s internet-dominated interconnected world, where anyone with a phone can publish anything and beam it around the world. Critically assessing the integrity of information has never been more important or more challenging, and to do this successfully requires digital literacy skills. Inspired by global initiatives such as the United Nations SDGs and the European Commission’s DigComp framework, we created an open digital educational resource to help foster digital literacy within our institution and beyond. This project ties in with an ongoing academic integrity project within our institution; it also coincides with the increasing availability of generative artificial intelligence systems that can potentially spread misinformation at scale. In this context, we feel the project is a very timely one. In this paper, we reflect on the process of developing the course, share what we have learned along the way, and indicate future directions for the project. | |
| dc.language.iso | en | en_US |
| dc.subject | Digital literacy | en_US |
| dc.subject | Information literacy | en_US |
| dc.subject | Media literacy | en_US |
| dc.subject | Open education resource | en_US |
| dc.subject | OER | en_US |
| dc.subject | Hibernia College | en_US |
| dc.subject | Course development | en_US |
| dc.subject | HECA | |
| dc.subject | HECA research conference | |
| dc.title | Turning our critical faculties up to eleven: reflections on creating a short course in digital literacy | en_US |
| dc.type | Presentation | en_US |
| html.description.abstract | “I believe virtually everything I read, and I think that is what makes me more of a selective human than someone who doesn't believe anything.” (David St Hubbins) Approaching life like David St Hubbins from This Is Spinal Tap (1984) was all very well back in the 1980s, but it is a less good idea in today’s internet-dominated interconnected world, where anyone with a phone can publish anything and beam it around the world. Critically assessing the integrity of information has never been more important or more challenging, and to do this successfully requires digital literacy skills. Inspired by global initiatives such as the United Nations SDGs and the European Commission’s DigComp framework, we created an open digital educational resource to help foster digital literacy within our institution and beyond. This project ties in with an ongoing academic integrity project within our institution; it also coincides with the increasing availability of generative artificial intelligence systems that can potentially spread misinformation at scale. In this context, we feel the project is a very timely one. In this paper, we reflect on the process of developing the course, share what we have learned along the way, and indicate future directions for the project. | en_US |
