Journal article
Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study
International Journal of Computer-Assisted Language Learning and Teaching, Vol.12(1), pp.1-20
25/05/2022
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Abstract
Upon admission to university, students are expected to have the foundational academic skills for navigating higher education and succeed in their studies. One fundamental academic skill that is increasingly required is digital literacy. Although attention needs to be paid to students’ digital access, skills, and attitudes, these need to be observed in the context of institutional digital provisions and practices. Institutional settings drive digital teaching and learning practice. This case study analyses data from interviews with faculty and administration staff at a university delivering English-medium instruction (EMI) programs. It identifies why stakeholders need to overcome disparities and facilitate a university-wide digital literacy framework (DLF) that reflects the developmental needs of students, the experience of faculty members, and the provision afforded by the institution itself. The findings show that by using staff’s understanding, experience and practices, a relevant DLF for improving students’ digital literacy skills can be developed in this and other EMI contexts.
Details
- Title
- Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study
- Creators
- Sameera Ahmed - United Arab Emirates UniversityThomas Roche - Southern Cross University
- Publication Details
- International Journal of Computer-Assisted Language Learning and Teaching, Vol.12(1), pp.1-20
- Publisher
- IGI Global
- Number of pages
- 20
- Identifiers
- 991013024334402368
- Copyright
- © 2022 IGI Global - All Rights Reserved.
- Academic Unit
- Office of the PVC (Academic Quality)
- Language
- English
- Resource Type
- Journal article