Section overview

This section has two main goals: first, to understand information literacy, digitalisation and digital literacy; and second, to describe how digital literacy can function as a facilitator or barrier in different aspects of personal and professional life.

Course texts and materials

Students had access to the teacher’s video files and PowerPoint presentation files together with a list of recommended books and articles.

Recommended reading list

• Lankshear, C., & Knobel, M. (Eds.). (2008). Digital Literacies: Concepts, Policies and Practices (Vol. 30). Peter Lang.
• Jones, R., & Hafner, C. (2012). Understanding Digital Literacies: A Practical Introduction. Routledge.
• Milosheva, M., Hall, H., Robertson, P., & Cruickshank, P. (2022). New Information Literacy Horizons: Making the Case for Career Information Literacy. In European Conference on Information Literacy, pp. 239-252.
• Widen, G., Ahmad, F., Nikou, S., Ryan, B., & Cruickshank, P. (2021). Workplace information literacy: Measures and methodological challenges. Journal of Information Literacy, 15(2).
• Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon.
• Kesharwani, A. (2020). Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information & Management, 57(2), 103170.
• Godhe, A. L. (2019). Digital literacies or digital competence: Conceptualizations in Nordic curricula. Media and Communication, 7(2), 25-35.
• Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2022). A snapshot of digital literacy. Library Hi Tech News.

Materials and course requirements

Students required a laptop or PC with internet access and Microsoft Office or similar software.

Participants were expected to participate actively in group discussions, provide feedback on other group comments and reflect on their learning process in a course diary.