Social and Behavioral Sciences Commons^™

“What’S Up, Doc?”: Selling Digital Literacy To Academics, Marianne Sato, Kathleen Smeaton, Thomas Palmer

Proceedings of the IATUL Conferences

When academics receive emails that start with “Wassup bro?” and students think digital literacy means “computer skills for old people”, how does the library bridge the gap between students and academics? Increasingly, libraries play a pivotal role in supporting learning in this critical space. However, more could be done. Libraries need to advocate for digital literacy as a legitimate capability that should be embedded into the curriculum rather than an optional extra.

In 2018, The University of Queensland Library undertook a project to create digital literacy modules to enable students to develop digital capabilities that would “fit an individual for …

Digital Dexterity: A Sustainable Model For Building Essential Skills For The Future Workforce, Carmel O'Sullivan, Alison Slocombe, Clare Mckenzie, Fiona Salisbury

Proceedings of the IATUL Conferences

The importance of digital dexterity in achieving institutional and business missions led the Council of Australian University Librarians (CAUL) to establish a Digital Dexterity Program in 2018. The aim of the CAUL Program was to ascertain the current state of play of digital literacies at member institutions and to establish best practice principles for developing the skills and understandings necessary for staff and students to become effective global citizens and lifelong learners. The Program consisted of three project teams tasked with developing resources that would provide:

• a framework for the development of digital dexterity skills,
• tools to assist CAUL members …

The Push-Pull Of Digital Literacy, Jo Coldwell-Neilson, Kat Cain

Proceedings of the IATUL Conferences

Digital literacy within higher education was originally grounded in Gilster’s (1997) definition that essentially framed it as information literacy using technologies. This has necessarily evolved over the past two decades in conjunction with rapid technological advances. Digital literacy concepts have attempted to match the changing landscape engendered by ubiquitous and ever more available technologies, where cybersecurity and accessibility, multimodal communication channels, and push-pull models of information delivery impact the way we learn, work and play. A dizzying plethora of digital literacy definitions has emerged, with no common understanding of what it means or what skills and capabilities it reflects. Concomitantly, …