Welcome to the InfoSci Platform
Reference Hub1
Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study

Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study

Sameera Ahmed, Thomas Roche
Copyright: © 2022 |Volume: 12 |Issue: 1 |Pages: 20
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781683182320|DOI: 10.4018/IJCALLT.301197
Cite Article Cite Article

MLA

Ahmed, Sameera, and Thomas Roche. "Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study." IJCALLT vol.12, no.1 2022: pp.1-20. http://doi.org/10.4018/IJCALLT.301197

APA

Ahmed, S. & Roche, T. (2022). Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 12(1), 1-20. http://doi.org/10.4018/IJCALLT.301197

Chicago

Ahmed, Sameera, and Thomas Roche. "Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 12, no.1: 1-20. http://doi.org/10.4018/IJCALLT.301197

Export Reference

Mendeley
Favorite Full-Issue Download

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.