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There’s a widely circulated YouTube video you may have seen called “A Conference Call in Real Life.” To spoof the strange, stilted dynamics of conference calls, it replicates them in a face-to-face setting. Participants stiffly announce their names at the door of a meeting room, are suddenly interrupted by bizarre background noises, and find themselves inexplicably locked out of a room they were just in. 
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(2005). Exploring behaviour in the online environment: student perceptions of information literacy. ALT-J: Vol. 13, No. 1, pp. 49-65. doi: 10.1080/0968776042000339790 The aim of this paper is to show how information literacy can be conceptualised as a key learning process related to discipline and academic maturity, rather than as a generic skill. Results of a small-scale study including questionnaires and observation of student behaviour are reported and analysed in relation to Bruce's ‘seven faces of information literacy’ framework. The findings illustrate that information literacy is a highly situated practice that remains undeveloped through mandatory schooling. Some methodological issues are considered in relation to researching information literacy, including the limits of the Bruce model as a framework for analysis. We also show how decontextualised courses can foreground and privilege certain behaviours that are beneficial but that developing higher-level information literate attitudes is likely to be an iterative and contextualised process. 1
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Among so many educational issues and items, a space to help teachers keep lessons, share lesson ideas and to create a digital portfolio would be welcomed.
Via Ana Cristina Pratas
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Learning in a digital environment is potentially a great leveller, enabling people from all backgrounds to access learning and valuable knowledge; technically, all you need to learn online is an internet connection and curiosity about a particular subject or topic area.
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We are pleased to announce the next phase of this work as we begin a review into online learners’ expectations and experiences of the digital environment.
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Supporting institutions to develop digital environments which meet students’ expectations and help them to prepare for higher study and employment
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Investigating students' expectations of the digital environment
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Alison Mackenzie explains how a new project is looking at the role university libraries play in developing digital literacy
The Society of College, National and University Libraries (SCONUL) is working on a project to review the roles academic libraries are playing in developing the digital literacies within their own institutions, and across the information profession. Academic librarians have a long tradition of championing the effective use of information. The SCONUL project is designed to reveal how libraries and librarians are shaping their services to maximise the opportunities and benefits of working in a digital environment. Via Fiona Harvey
Fiona Harvey's curator insight,
November 22, 2013 12:18 PM
Libraries as the centre for digital literacy training and development
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Today’s student typically arrives at university equipped with a smartphone, a tablet, and an intimate knowledge of digital devices. University staff can be forgiven for feeling naïve alongside these tech-savvy “digital natives” - but is this perception of students’ skills based on reality?
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This week’s topic was inspired by discussions during the #LTHEchat 63. Students begin their university journey on our campuses, physical and virtual, at induction events. Topics include; academic essay writing, plagiarism, referencing and information literacy to name but a few. However, technology has significantly added to this list with the need to add the Virtual Learning Systems, communication channels, eportfolios, student information systems and e-assessment software to the list. Recently, this has widened even further to cover online identities, social media and professionalism, copyright and critical analysis of online resources and information.
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How should institutions respond to students' changing expectations of their digital environment? What experiences at university prepare students to flourish in a digital world? What are institutions doing to engage students in dialogue about their learning environment and to gather intelligence about their changing needs?
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Our opening keynote Helen Beetham talked about digital capabilities, which is becoming a well trodden phrase in higher education. Helen said that digital capability is the capacity to thrive in digital environments. Now this might seem simplistic, but actually, it's a profound idea, because there are many different digital environments, and many different ways of using them. This idea connects with my own recent comments on transliteracy - the ability to communicate ideas equally effectively, no matter what tools or technologies you use.
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Over the last few years, the technology-enhanced learning (TEL) community has made the student digital experience a central concern.
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Presentation at LERU Open Seminar 'Online Learning at European Research-intensive Universities' - Brussels, 6 February 2015
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The Internet has become an essential tool for most of us and a part of our everyday lives. We rely on it to send/receive emails, post/share photos and messages on social networking sites, shop for ...
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