Embedding digital literacies in curricula: Australian and Malaysian experiences

The ubiquity of Web 2.0 technologies means students require a base level of digital literacies in order to succeed in 21st Century (C21st) learning environments. However, in the era of widening university participation it is problematic to assume that students will enter higher education with the digital literacies required to support their academic endeavours. This paper describes the theoretical and pedagogical impetus behind two distinct approaches to enhancing digital readiness among undergraduate students in Australian and Malaysian universities. A comprehensive literature review and adoption of the Joint Information Systems Committee (Jisc) six capabilities of digital literacies model as the underlying theoretical framework guided the development of two distinct projects, one based at an Australian university and the other at a Malaysian university. The Australian approach focused on the development of a suite of online modules utilising an adaptive e-Learning platform (AeLP). The Malaysian approach focused on facilitating digital readiness among education students through student-created learning objects that simultaneously served as interactive pedagogical products and cognitive tools for facilitating learning. The cases presented demonstrate two distinct approaches to developing curriculum to support students’ digital literacies that respond to two different contextual situations. Subsequent investigations into the student experience will inform future decisions regarding the use of AeLPs and cognitive tools in tertiary institutions, in addition to providing valuable information on the design of curriculum to support digital literacies instruction in the Australasian university context.

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Empowering 21st Century Learners Through Holistic and Enterprising Learning: selected papers from Tunku Abdul Rahman University College International Conference 2016

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978-981-10-4241-6

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