Transforming Practice Through Digital Skills Development

Abstract

In response to concerns that university students are not being provided with adequate opportunities to develop the digital skills required for successful study, Monash University Library seized the opportunity to bring currency to our Library skill development programmes by connecting the skills students need for research (i.e. using digital information) to the digital skills needed more broadly for functioning in a digital society. This chapter describes how the Digital Skills Development (DSD) framework was piloted in a pathway programme in the Faculty of Education at Monash University, with a cohort that historically displayed varying degrees of digital capabilities. We describe the library-led initiative that resulted in the development of the DSD framework, and we also describe how the framework informed the development of a workshop delivered to this group of learners. We include findings gained from the skills self-assessment tool that we developed to capture students’ self-perceived confidence and autonomy. We share the learnings gained from the experience and offer recommendations for future application of the DSD in pathway programmes.

Appendix

Skill statement	No. of responses, ‘With a little guidance from others’ and ‘With no guidance from others’ (high confidence/ autonomy) Week 1 (%)	No. of responses, ‘With a little guidance from others’ and ‘With no guidance from others’ (high confidence/ autonomy) Week 7 (%)
1. I am able to identify my purpose for using technology	65	89
2. I am able to consider the implications of my digital practices (i.e. e-safety, digital wellbeing, digital profile and footprint)	65	83
3. I have the confidence to explore the functionality of a range of digital technology	52	83
4. I am curious to explore how digital tools can meet my needs	59	75
5. I am able to choose the appropriate digital technology for my needs	76	81
6. I am able to work out how to use digital technology unfamiliar to me	55	67.5
7. I have the ability to apply a range of digital options/tools to meet my various needs	62	67.5
8. I know how to choose digital technology informed by criteria that matches my requirements	58	81
9. I am able to reflect on my learning to improve my digital skills	70	75
10. I can adapt to a changing digital environment	71	75
11. I am able to judge the suitability of the technology I use	73	81
12. I am able to transfer my learning to new and unfamiliar digital contexts	62	78
13. I can manage myself and others in an online environment	77	86
14. I can use digital tools and strategies to organise and manage myself and others	77	78
15. I can manage my online identity and digital footprint	73	78
16. I can customise digital strategies and systems to suit myself and my team	52	73
17. I know when to disconnect from the digital environment	74	59
18. I can use digital technology to help me draw conclusions	65	89
19. I can solve problems in a digital environment	64	91
20. I have the confidence to try new ways of analysing information using digital formats	59	78
21. I am aware of visual, sensory, kinaesthetic and psychomotor digital technologies for analysis, i.e. augmented reality	53	70
22. I am able to participate in online environments	84.5	91
23. I am able to share in online environments	76	94.5
24. I can collaborate and co-create with others in a range of digital environments	70	83
25. I am aware of e-protocols, my e-safety, digital wellbeing, profile and footprint	59	86