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Transforming Practice Through Digital Skills Development

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Connecting the Library to the Curriculum

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.

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Correspondence to Amber McLeod .

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Appendix

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

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Pilz, S., McLeod, A., Yazbeck, B. (2021). Transforming Practice Through Digital Skills Development. In: Torres, L., Salisbury, F., Yazbeck, B., Karasmanis, S., Pinder, J., Ondracek, C. (eds) Connecting the Library to the Curriculum. Springer, Singapore. https://doi.org/10.1007/978-981-16-3868-8_15

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  • DOI: https://doi.org/10.1007/978-981-16-3868-8_15

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