Integrating digital literacies through blended learning in a first-year undergraduate course

Abstract

The use of digital learning in New Zealand’s tertiary and higher education opens up new opportunities but simultaneously raises concerns about students’ digital literacies. In collaboration with two teachers, the researcher responded to digital information literacy demands in relation to the students’ capabilities. The paper considers how integrated online resources were used to develop students’ digital information literacy (DIL) in a first-year undergraduate course in Education and to enhance the blended learning in the course. Educational Design Research with three research phases as methodological approach supported the collaboration. Research instruments with students included questionnaires and focus groups; staff shared their experiences through interviews, meetings, emails and reflections.