Transforming the first year experience (HE) with digital literacy via techno-social engagement and evaluation

A competent level of digital literacy is rapidly becoming an expectation of a university graduate in the global market (Sheridan-Ross et al, 2012). This paper evaluates the concept of digital literacy through the transformation of a first year module from a traditionally delivered university lecture/seminar approach to a technology enhanced discursive approach that aspires to transform the way students learn, in order to lead them to higher level digital skills. Digital skills from the user perspective focus on their effective use of digital resources and the skills in the use of online technologies. In this module, students are guided to evaluate and assess the tools and information they use online and consider the privacy of their identity. We posit that an understanding of such digital skills and advanced online behaviour will support future employability and that such a digital skillset is a core graduate attribute that will be expected by employers. This paper shares the process of redesigning the curriculum to embed experiential digital skills and the insight to online behaviour. The redesign of the curriculum works to enhance and support the first year experience, building in more personalisation and individual attention than can be achieved in the traditional version. Based upon Salmon et al (2008) curriculum design process, and using JISC’s (2014) seven elements of Digital Literacy model, this research will share how the redesign was undertaken by the module team working collaboratively with a learning designer and former students to support, develop and enhance digital literacy skills throughout. We will consider the pedagogy of business education in terms of graduate attributes and employability and how to embed digital employability skills within a blended learning design for first year students in higher education.