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Promoting Digital Literacy Skills:Examples from the Literature andImplications for Academic LibrariansJeffrey Kenton a & Barbara Blummer aa College of Education, Department of Educational Technology andLiteracy , Towson University , Towson, Maryland, USAPublished online: 30 Mar 2010.

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Community & Junior College Libraries, 16:84–99, 2010Copyright © Taylor & Francis Group, LLCISSN: 0276-3915 print / 1545-2522 onlineDOI: 10.1080/02763911003688737

Promoting Digital Literacy Skills:Examples from the Literature and Implications

for Academic Librarians

JEFFREY KENTON and BARBARA BLUMMERCollege of Education, Department of Educational Technology and Literacy,

Towson University, Towson, Maryland, USA

This paper explores the numerous definitions of digital literacy,discusses its relationship to information literacy, and describes ap-plications of digital literacy instruction in institutions of highereducation. It also offers opportunities for academic librarians, andespecially those in junior and community colleges, to enhance stu-dents’ digital literacy skills through novel educational techniques.For example, librarians could develop tools to support students’ in-teraction in course management systems and virtual worlds, assistfaculty in the creation of course curriculum, as well as moderateonline book discussions. Promoting the development of a variety ofliteracies among students enables librarians to demonstrate theirflexibility as well as their role in contributing to individuals’ successin academia and beyond.

KEYWORDS Digital literacy skills, information literacy instruc-tion, e-literacy, competencies, online learning tools, search, tuto-rial, interface, distance education support, virtual worlds, coursemanagement systems

INTRODUCTION

In the digital age, the ability of end users to utilize technologies for a varietyof activities facilitates their personal and professional endeavors. Digital lit-eracy skills support learners’ effective technological interaction in numerousacademic situations. By providing technology training to students, librari-ans can also boost students’ information literacy skills. This paper explores

Address correspondence to Jeffrey Kenton, Towson University, 8000 York Road, Towson,MD, 21252-0001. E-mail: jkenton@towson.edu

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the definition of digital literacy, its relationship to information literacy, andapplications of digital literacy instruction in institutions of higher education.Lastly it highlights opportunities for academic librarians, and especially thosein junior and community colleges, to provide digital literacy instruction tostudents. Supporting a variety of literacies enables librarians to demonstratetheir flexibility as well as their role in contributing to students’ success inacademia and beyond.

Digital Literacy: Varying Definitions

The authors searched subscription databases and Google Scholar utilizingthe keywords “e-literacy” “digital literacy” with “academic” or “higher ed-ucation” to locate material that discussed the concept’s application in thisenvironment. In addition, searches were conducted with the phrase “infor-mation literacy” to determine its relationship to digital literacy in an academicsetting. Foremost, the searches illustrated the lack of a definitive agreementover what constitutes digital literacy. The term denotes more than tech-nological competence. Eshet (2002) noted digital literacy was not simply“proficiency in operating computer programs” (p. 2). Similarly, Dagdilelisand Deligianni (2008) studied the computer technological literacy and thedigital information literacy competencies of University of Macedonia under-graduate students and maintained they were not identical skills. Accordingto the authors, the former focused on how to use a computer while the latterrelated to the “acquisition of competencies” involving “the management ofnew digital possibilities” (p. 30).

Definitions of digital literacy are also bound to cultural and contextualsituations. Authors in the United Kingdom and Europe frequently depicteddigital literacy as electronic or e-literacy. Martin (2006) defined e-literacyas “awareness, skills, understanding and reflective evaluative approaches tooperate in an information rich and IT supported environment” (p. 97). Ac-cording to the author, the variety of terms used to represent the new literaciesunderscored the importance of users’ understanding of the culture and thecontext of the digital environment. This perspective supported O’Brien andScharber’s (2008) definition of digital literacy that they described as “sociallysituated practices supported by skills, strategies and stances that fostered anindividual’s ability to represent and understand ideas with numerous modal-ities and digital tools” (pp. 66–67). A listing of some popular communicationtools appears in the Appendix.

Furthermore, Jones and Lea (2008) suggested that students’ digital lit-eracy practices were influenced by institutional requirements as well asthe social context. To that end, Adeyemon (2009) highlighted the impor-tance of contextual definitions of digital literacy. In addition, the conceptremains dependent on the skill level and age group of the population. The

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TABLE 1 Modified Version of the DigEuLit Proposed Digital Literacy Definition

3rd Level Digital Transformation Creative use of technologies including thedevelopment of new technologies

2nd Level Digital Usage Utilization for “profession, domain” or personalneed (p. 257)

1st Level Digital Competence Mastery of basic skills and ideas associated withconcept

DigEuLit Project, an initiative of the eLearning Programme of the EuropeanCommission, proposed a definition that contained varying stages including:digital competence, digital usage, and digital transformation (see Table 1).

Relationship Between Digital Literacy on Information Literacy

Digital literacy definitions are often linked to information literacy. Skagen etal. (2008) suggested that digital literacy included information literacy withinformation communication technology (ICT) skills. Similarly Adeyemon(2009) indicated digital literacy was closely related to twenty-first centuryliteracies and contained technology literacy, information literacy, media cre-ativity, as well as social competence and responsibility. Eshet-Alkali andAmichai-Hamburger (2004) highlighted specific skill sets within digital lit-eracy including: photovisual literacy skill, reproduction literacy skill, infor-mation literacy skill, branching literacy, and socio-emotional literacy. Theauthors maintained that digital literacy required the technical ability to oper-ate digital devices as well as a variety of cognitive skills to execute tasks indigital environments.

Beeson (2006) equated e-literacy with information literacy in the digi-tal age. He believed e-literacy fostered collaboration between librarians andlearning technologists who managed the university’s virtual learning envi-ronment. Koltay (2007) also viewed information literacy and e-literacy asinterrelated. According to the author, the former centered on content andcommunication and the latter focused on understanding technological in-frastructure. Still, he argued, e-literacy was a “prerequisite for informationliteracy” (para. 27).

Pawinun and Kemparaju (2004) suggested a new definition of informa-tion literacy, one they termed “information technology literacy.” The authorsargued this definition represented two levels including basic technology lit-eracy that addressed students’ computer skills. In addition, they proposedanother component of information technology literacy that centered on In-ternet literacy and it focused on search skills for online databases, e-journals,the Web and the online public access catalog (OPAC). The authors consid-ered Internet literacy as especially important for digital library users since itsupported their ability to use the technology.

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Likewise, the Educational Testing Service’s International ICT LiteracyPanel (2002) adopted a similar interpretation of the literacy concept. Theauthors promoted information communications technology literacy that theyidentified as “using digital technology, communications tools, and/or net-works to access, manage, integrate, evaluate, and create information in orderto function in a knowledge society” (p. 2). Moreover, Sharkey and Brandt(2008) argued for students’ knowledge of technological as well as informa-tion literacy skills to support academic and employment endeavors. Theypointed out that information search and retrieval skills also required techno-logical competence in using computers, browsers, software programs, anddatabases.

LITERATURE REVIEW

The literature review examines articles that address the concept of digi-tal literacy or e-literacy in academic institutions worldwide. This materialillustrates the effort of faculty and librarians to promote digital literacy com-petencies which support research and learning in higher education. Some ofthese initiatives represent instructional techniques designed to enhance stu-dents’ and their instructors’ communication skills in an online environment.These projects were especially popular in the United Kingdom and Europe.In these institutions, librarians and faculty collaborated to develop tools andprograms aimed at improving online learners’ e-literacy skills.

Digital or e-literacy Development through Online Learning Support

Secker and Price (2004) presented case studies that represent their efforts toenhance the e-literacy of teaching staff at the London School of Economics(LSE) and the Institute of Education University of London. The authors tracedtheir efforts to collaborate with academic teaching staff, learning technolo-gists and computing support staff to support e-learning at the institutions.Their e-literacy program was varied and included efforts to update readingand resource lists, support instructors’ online search strategies as well asguide participants in selecting relevant databases. Moreover, at LSE staffswere educated in moral literacy that the article described as copyright andlicensing issues. The e-literacy training occurred in a variety of formats in-cluding small group presentations and publications. The authors underscoredthe importance of librarians’ visibility in their institutions through committeeparticipation as well as publishing endeavors.

Taha (2007) proposed a model of integration of e-library informationservices to support e-learning activities as a new opportunity for libraries atthe United Arab Emirates University. In this model, the e-library offered on-line learners the numerous: links to online materials, virtual reference service,a Web portal, e-learning search skill instruction, online document delivery,

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and promotion of library services to e-learners. In his conclusion, the au-thor listed the goals of the project as fostering the growth of an e-learningcollection, developing a “full e-literacy program” for all participants, and po-sitioning librarians as liaisons to assist in the creation of online curriculum.

The following year Taha piloted a study utilizing his e-literacy schemafor engineering students engaged in online learning at the University. Ac-cording to the article, the e-literacy schema incorporated the informationseeking models developed by Ellis, Kuhithau, and Eisenberg and Berkowitzas well as the Association of College & Research Librarians’ Standards forInformation Literacy (see Figure 1) (Taha, 2007). Taha’s e-literacy schemacentered on the k-map that fostered students’ effective use of Web materialssince it illustrated the “spatial relationship between the components of thecyclic six steps” (p. 74). The author proposed the schema’s incorporationwithin the Blackboard course management system due to the popularityof online learning at the University. The article’s conclusion suggested theinitial findings from the pilot study remained favorable, but Taha admittedmore testing was necessary as well as “continuous evaluation, updating, andrefinement” of the e-literacy schema (p. 76).

Bury, Martin, and Roberts (2006) outlined their efforts to enhance thee-literacy of Edge Hill University’s undergraduate and graduate health in-formation students. The authors believed e-literacy remained especially im-portant for this group due to the United Kingdom’s reliance on informationtechnology in health care delivery. The initiative centered on a tutorial thatcontained online learning tools as well as a collaborative space that facili-tated interaction among all participants (see Table 2). The article’s discussionsection highlighted three factors that facilitated the success of the programincluding: embedding the tutorial within the curriculum, students’ under-standing of the relevance of e-literacy skills, and scaffolding tactics. In theirconclusion, the authors argued the program also remained applicable tonon-health students.

Martin (2006) discussed the incorporation of a similar module at thisinstitution that was designed to enhance online learning skills for stu-dents enrolled in Edge Hill University’s Summer Enrichment Programme.He identified the following areas for providing students’ support including:information technology capabilities, course selection, communication skills,

TABLE 2 Modified Version of Modules Contained in the Edge Hill University’sTutorial for Developing Health Students’ e-literacy & Information Skills

Purpose of information skillsIdentifying appropriate informationLocating informationSearching electronic resourcesAccessing informationReviewing and assessing information

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FIGURE 1 K-map for e-literacy Schema (reprinted with permission).

self-reflection for content understanding, collaboration, time management,information literacy and visual interpretation. The module, developed byLearning Services, was aimed at promoting students’ critical thinking andstudy skills through a student-centered constructivist approach. The authorsuggested the module’s activities were designed to foster students’ applica-tion of e-literacy skill sets to support learning. Although the article indicated

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TABLE 3 Modified Version of Elements Within Beeson’s e-literacy Program

Perform a focused searchReview the results including authority of sourcePresent, discuss, and defend the findingsCompose an electronic document for others to locate

evaluation was still ongoing, anecdotal observations pointed to the program’ssuccess.

Beeson (2006) proposed an e-literacy program aimed at developing stu-dents’ Web search skills. The author likened locating “information on theweb” to searching in “uncharted territory” (p. 215). To this end he promotedteaching learners specific skills designed to enhance their competence insearching and utilizing Web materials. Table 3 outlines the specific skillsthat he sought to promote among students. Beeson noted he adopted aninformation systems perspective that recognized the importance of students’awareness of relevance in reviewing the material as well as in the utiliza-tion of the information. The author underscored the importance of students’ability to recognize the need to revise their strategy while not “losing sightof their overall purpose” (p. 219). Lastly he viewed information literacy as alearning rather than “training activity” (p. 219).

The experiments of Eshet-Alkali and Amichai-Hamburger’s (2004) indigital literacy revealed that the younger generation was not necessarilymore digitally literate than older individuals. The authors found college andhigh school students exhibited low text reproduction literacy abilities andalso lacked information literacy skills. They proposed instruction on assistingstudents in these areas. To this end, the literature contains a wealth of articleschronicling faculty and librarian adoption of novel instructional techniquesto hone students’ digital or e-literacy skills. These efforts were aimed atguiding learners in identifying as well as learning new digital competencies.The initiatives also illustrated faculty awareness of the different informationalformats and communication technologies available in the digital age.

Improving Students Digital or e-literacies Through NovelInstructional Techniques

Martin and Grudziecki (2006) outlined a set of online tools in supportof the European Digital Literacy Framework that aimed to enhance stu-dents’ digital literacy skills in preparation for future employment. They listedthe benefits of the tools as fostering learners’ digital skills, increasing theirfocus on digital competencies, and assessing students’ digital literacy prior tocourse enrollment. One component included a tutor interface that containeddigital competence requirements for the course and course activities thatfostered digital literacy competencies. A student interface offered a personaldevelopment plan, e-portfolio, learning log, and the individuals’ curriculum

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vitae (p. 263). The project also included a support interface that containedan administrator module, links to the virtual learning platform, and a “DigitalCompetence Content Reservoir” that displayed the appropriate digital com-petencies for the situation. In their conclusion, the authors noted the tutorialwas piloted at Glasgow University in a variety of disciplines. According tothe article, the initial feedback on the project remained positive.

Skagen et al. (2008) described Sok and Skriv or the Search and Write, aninformation and digital literacy tutorial designed by librarians to support stu-dents’ academic efforts and future learning endeavors. The authors describedthe tutorial as centered on the didactic relations model that listed the compo-nents of the learning environment such as goals, processes, conditions, andassessment techniques. The tutorial’s learning objects supported students inthe writing and search processes by providing the infrastructure as well asactivities aimed at assisting learners in the composition of different texts. Inaddition, a virtual discussion board fostered communication among all theparticipants. Although the tutorial was designed for distance education stu-dents, the authors maintained it could also be incorporated into traditionallearning environments.

Skiba and Barton (2006) highlighted the advantages of employing var-ious technologies to enhance the learning environment for the Net Gen-eration. The authors described these individuals as “both information andmultimedia literate” (para. 12) and noted their preference for instructionthrough numerous communication channels utilizing technologies. The arti-cle proposed a variety of technologies designed to support students’ instruc-tional needs including: the availability of wired classrooms, utilizing wikisfor course assignments, and encouraging learners’ use of Personal DigitalAssistants (PDAs). In addition, they suggested instructors post class materi-als on Web pages, communicate through various online options, and createpodcasts of lectures. On the other hand, Sharkey and Brandt (2008) pro-moted students’ use of new technologies for course assignments. Accordingto the authors, these efforts were aimed at supporting the development ofnew digital literacy skills for learners. Some examples provided by the au-thors included the incorporation of advanced PowerPoint features for classpresentations, the use of the e-portfolio for projects, and the creation ofadvertising campaigns for a communications course.

Similarly digital literacy presentations at the 2009 Georgia Conference onInformation Literacy illustrated faculty recognition of students’ use of tech-nologies as well as their need for digital literacy instruction. Bailey, a profes-sor of English at Georgia Southern University, discussed his efforts to increaselearners’ familiarity with various Web tools. According to the presenter, herequired students in his composition class to subscribe to Really Simple Syn-dication (RSS) news feed on a particular topic and archive these items in theGoogle database. Bailey termed this environmental scanning and he arguedit capitalized on students’ power browsing, allowed learners to track a subjectof interest, and provided participants’ experience in database creation.

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A second presentation at this conference also described a facultyproject designed to enhance students’ digital literacy skills. Cripps traced hisrole in improving the interface literacy for students enrolled in his writingin electronic environments class at York College. Course requirementsincluded students create a blog, a Website, and contribute to a wiki. Crippsobserved learners experienced difficulties in adapting to different graphicaluser interfaces. To remedy this he created screencasts, streaming videopodcast tutorials, for all of the software used in the course. The screencastssupported students’ preference for multimedia in instruction and hencecontained video capturing the navigational avenue alongside audio descrip-tions of the process. Server logs and a focus group interview illustrated thebenefits participants gained from the screencasts. According to the presenter,screencasts offered an on demand approach to instruction and the abilityof users to rewind, fast forward, and pause the content, contributed totheir use.

The majority of articles that presented librarians’ perspective on aca-demic students’ digital literacy focused on the use of various technologies topromote the library’s collection. For example, librarians incorporated multi-media including gaming techniques for information guides and instructionaltutorials. Unfortunately these tools centered on enhancing students’ informa-tion literacy at the expense of digital literacy instruction.

Library Programs that Recognize Students’ Digital Literacies

An examination of the various tutorials described in Information literacyprograms in the Digital Age: Educating college and university students on-line illustrates librarian efforts to capture student attention by incorporatingaudio, video, and gaming devices in instructional tools. Rice, Crowe, Harris,and Leininger (2007) advised readers to “keep a tutorial’s technology andcontent” current since students were “technologically savvy” (p. 257). ThePeer Reviewed Instructional Material (PRIMO) database and Cardiff Univer-sity’s Information Resource Bank also contain evidence of multimedia inlibrary tutorials. Moreover, the increasing popularity of the Digital LiteracyContest in numerous academic libraries in the United States underscoreslibrarians’ attempts to promote the importance of students’ online searchskills. The Web based competition consists of 20 questions and allows stu-dents 30 minutes to locate the information on the Web or in the library’ssubscription databases (Visscher and Croneis 2009). The contest awardswinners with cash prizes and is also designed to showcase the library’scollections.

Similarly Collinson and Williams (2006) traced a case study of a li-brary promotional program that included physical and virtual aspects. Fore-most, the authors sought to maximize the incorporation of multimedia inthe promotional effort. They termed the virtual component of the project

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“Springboard” and housed it on the library’s homepage. Springboard in-cluded a virtual library tour that contained the potential for downloadinginto a personal computer as well as a MP3 file and a Personal Digital Assis-tant (PDA). Other links on the page provided PowerPoint presentations ofthe library as well as access to the collection, information on lending andother services. The article also discussed an Alternative version that deliveredlibrary information in a game based format. In their conclusion, the authorslisted some future plans such as enhancing the game based version to in-clude 3-D graphical user interface, increasing incorporation of multimedia inthe tour, and adopting a game based learning component.

Librarians’ representation in numerous virtual worlds highlight their ef-forts to capitalize on students’ digital literacies for information literacy in-struction. Boulos, Hetherington, and Wheeler (2007) described the use ofHealthInfo Island in Secondlife for training programs, outreach to the virtualmedical community, consumer health resources and one-on-one support toSecondlife residents. According to the authors, the project was developedand maintained by medical consumer health library and information pro-fessionals with assistance from physicians and a pharmacist. In the article’sconclusion, the authors emphasized the importance of making “3-D virtualworlds more accessible and user friendly” (p. 243). Foremost they under-scored the need for participants to acquire new competencies and skills tointeract in these environments. Jones and Bronack (2008) concurred empha-sizing the encouragement learners required “to converse and collaborate”(p. 200). They proposed partnering experienced users with less skilled stu-dents as well as the use of learning communities to promote shared contentamong students with various levels of experience.

The literature review emphasized the need for learners to develop newskill sets to function in the digital age. Articles described the creation of novelinstructional tools by librarians and faculty to support students’ competencein the online environment and especially for e-learning. Still, librarians’ ef-forts in this direction occurred outside of the United States. Digital literacyinitiatives adopted by academic librarians in this country were largely lim-ited to incorporating multimedia in information literacy tutorials to increasestudents’ interest in accessing the content.

Implications for Librarians: Digital Literacy Instruction

Moretti (2005) argued the emphasis on digital technologies offered newopportunities for libraries since their traditional roles were changing. Heurged librarians, and especially those connected with digital libraries, tomerge the separate tasks of “information provision with context and toolconstruction” (p. 90). The author pointed to The Columbia Center for NewMedia Teaching and Learning (CCNMTL) as one example of this concept.

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The CCNMTL remains a component of the University’s Information ServicesDivision that also includes the University Libraries and the Center for DigitalResearch and Scholarship. The author, executive director of the CCNMTL,traced its creation to the need to support faculty “in their use of digitaltechnologies” (p. 85). The chapter described two vignettes that illustratedCCNMTL’s potential to assist faculty through technological development andsupport to enhance students’ learning opportunities.

Developing tools to increase students’ digital literacy skills in the onlinelearning environment represents one area for academic librarians to illustratetheir relevancy to the university. Melling (2005) observed library and infor-mation services are still struggling to “find a clear role for themselves in thee-learning environment” (p. xv). Hunter, Clarke, and Shoebridge (2005) alsorecognized the potential for library staff in supporting students’ online learn-ing. They cited Oliver in identifying three areas for academic and librarystaff expertise including: e-learning learning activities, learning resources,and learner supports (pp. 79–80). The authors considered learning resourcesas an important area for librarians’ contribution through the development andintegration of curriculum materials appropriate for the virtual learning envi-ronments. Likewise Hall and Lambert (2005) argued the focus on e-learningwill increase the need for learning objects such as “interactive simulations,quizzes, audiovisual clips” (p. 159). The authors hinted their creation andmanagement might represent new tasks for librarians due to their “relevantskills” in these areas (p. 160).

One example of a tool that would promote students digital literacyskills and support their interaction in course management systems, is thetutorial displayed in Figure 2. This instructional guide, developed by OhioState Libraries, focuses on improving users’ social networking skills. Theseskills remain especially significant for distance education students in onlinediscussion boards. Blogs, wikis, and newsgroups also remain important forstudents and they require assistance in learning how to interact in theseenvironments. In the virtual world librarians could extend their presenceby developing tutorials to support interaction in these environments. OneSecondlife librarian is promoting instructors’ digital literacy skills with her“Cool Tools for Educators” program (see Figure 3). Janson, Director of theHarborside Library of Johnson & Wales University, hosted a workshop inSecond life that reviewed and demonstrated tools for teaching and learningin virtual worlds.

An additional area for librarians to support in online learning envi-ronments includes assisting faculty with course instruction by aiding inthe development of course curriculum and moderating book discussions.Librarians could design assignments and activities that challenge students’digital literacies and promote the development of new competencies. Inaddition, they could monitor online book clubs and learning communi-ties to foster learners’ skills in interacting in these environments. Moreover,

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FIGURE 2 Social Networks Tutorial Developed by Ohio State Libraries.

guiding peer discussions in these situations offers librarians an opportunity toencourage digital skill sharing among students. For example, learners withvarying abilities to navigate the online learning environments could gainknowledge in this area from their more competent peers.

FIGURE 3 Blog Posting Promoting Johnson & Wales’ Cool Tools for Educators Program.

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CONCLUSION

Students’ digital literacy skills are increasing in importance due to the pre-dominance of communication technologies in academia. Digital literacy in-struction for both faculty and students offers librarians an avenue for foster-ing participants’ skills in online learning environments that are increasing inimportance particularly in community and junior colleges. Librarians couldleverage their experience in creating information literacy learning objects bydeveloping similar tools for digital literacy competencies to support learningin course management systems or for class instruction in virtual worlds.

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APPENDIX

Common Communication Tools in the Digital Age

ComputerMobile phonesPDAsiPodsMP3 playerTelevision setsVideo gamesInternetWorld Wide WebemailMailing listChat systemDesktop conferenceVoIP3-D virtual environmentBlogsWikisRSSCommunity networking servicesWeb servicesInternet search engines & directories

Adapted from Cantoni and Tardini (2008) (pp. 29–35)

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