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Digital Literacy Adoption with Academic Technology Namely Digital Information Literacy to Enhance Student Learning Outcomes?
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, Old Dominion University & Bluefield State College, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The study explores Arts & Science faculty and librarian’s (epistemological) attitude of learning and perceptions of digital literacy (DL), and how digital information literacy (DIL) might improve and enhance student learning outcomes. Digital literacy (DL), information literacy (IL), and digital information literacy (DIL) consist of interaction with academic technology. The development of traditional literacy to the new digital literacies where literacy is the source of all literacies. The objectives are: the rise of IL within the parameters of DL and discuss the birth of DIL, examine the modes of adoption and explore the levels of inclusion for faculty and librarians’ concepts of DL with DIL instruction with AT, define the IL phenomenon, and how IL effects faculty and librarian pedagogy. The study discloses the tension and distinction between DL and IL. Key research questions; what are faculties’ and librarians digital literacy (DL) epistemology? What are the faculties concept of DIL?

Citation

Adam-Turner, N. (2016). Digital Literacy Adoption with Academic Technology Namely Digital Information Literacy to Enhance Student Learning Outcomes?. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1666-1672). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2020 from .

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