Digital literacy for all: Reflections on creating a short course in digital literacy
Abstract
In 2023, a small team at Hibernia College, composed of library staff and the digital learning department researcher, took the initiative to develop an online asynchronous digital literacy course for the college and wider community. This poster will address the rationale, process and outcomes of developing the digital literacy course. The availability of the course as an OER will be discussed, highlighting our interest in contributing to digital citizenship and the SDGs. The poster will also highlight some possible future directions that could develop and build on the work done to date. The poster was presented at the CILIP Ireland/LAI Annual Joint Conference held in Newry, from Wednesday 24th April to Thursday 25th April 2024. It was also presented at the ILTA EdTech Conference held in Sligo, from 30th May to 31st May 2024. It won Best Poster at the CONUL Conference held in Belfast, from Wednesday 29th May - Thursday 30th May 2024.Related items
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Digital literacy OERDigital literacy refers to the effective use of digital media platforms when finding, evaluating and communicating information. This involves a variety of technical and cognitive skills and competencies. The aim of this course is to introduce three key facets of digital literacy and increase your skills and competencies in these areas. The course has three lessons: Information literacy, Digital wellness and identity, and Communication and collaboration. This course is shared as an OER which can be reused, adapted or built upon for educational purposes. This OER is licenced under CC BY-NC 4.0. If you have any queries about this OER please contact iasc@hiberniacollege.net
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Turning our critical faculties up to eleven: reflections on creating a short course in digital literacy“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.
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Teacher Perspectives on the Practice of Teacher Read Alouds in Senior Classes of Primary School, to form part of Students’ Literacy Learning ExperiencesThe aim of this dissertation was to explore the extent to which the practice of the teacher reading aloud is evident in senior classes of primary schools in Ireland. It endeavoured to gain an insight into the motivations, benefits, and possible challenges of implementing this practice. A mixed-method data collection approach was applied with online questionnaires (n=27) and semi-structured interviews (n=2). Results indicate that all respondents read aloud to their students at varying levels. Modelling good reading, language development opportunities and fostering a love of reading were the primary benefits, with finding a suitable book as the most prevalent challenge to the practice.
