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Namely Digital Information Literacy to Enhance Student Learning Outcomes Old Dominion University ODU Digital Commons Educational Foundations & Leadership Theses & Dissertations Educational Foundations & Leadership Spring 2017 Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes Nancy Adam-Turner Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/efl_etds Part of the Higher Education Commons, and the Information Literacy Commons Recommended Citation Adam-Turner, Nancy. "Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes" (2017). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/bhfh-hn02 https://digitalcommons.odu.edu/efl_etds/39 This Dissertation is brought to you for free and open access by the Educational Foundations & Leadership at ODU Digital Commons. It has been accepted for inclusion in Educational Foundations & Leadership Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. DIGITAL LITERACY ADOPTION WITH ACADEMIC TECHNOLOGY: NAMELY DIGITAL INFORMATION LITERACY TO ENHANCE STUDENT LEARNING OUTCOMES by Nancy Adam-Turner Master in Education, 1985 Masters of Library Science, 1996 A Thesis Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY COMMUNITY COLLEGE LEADERSHIP OLD DOMINION UNIVERSITY 2017 Approved by: ________________________ Dr. Dana Burnett (Director) ________________________ Dr. Chris Glass (Member) ________________________ Dr. Gail Dickinson (Member) ________________________ Dr. Marsha Krotseng (Member) ABSTRACT Digital Literacy Adoption with Academic Technology Namely: Digital Information Literacy (DIL) to Enhance Student Learning Outcomes? Nancy Adam-Turner Old Dominion University, 2016 Director: Dr. Dana Burnett This study explores Arts & Science faculty and librarians’ attitude of learning theory and perceptions of digital literacy (DL) and how digital information literacy (DIL) might improve and enhance student learning outcomes. Digital literacy (DL), information literacy (IL), and digital information literacy (DIL) consists of interaction with academic technology (AT) programs and tools. A literature review tracing the course in the rise of IL within the parameters of DL and discuss the birth of DIL, examine the modes of adoption and explore the levels of inclusion for faculty and librarians’ concepts of DL with DIL instruction with AT, define the IL phenomenon, and how IL affects faculty and librarian pedagogy. The study reveals the tension and distinction between DL and IL. The key research question is how does epistemological perception bridge the connection between technology skills and technology self-efficacy, and subsequently; what are Arts & Science faculties’ digital literacy (DL) epistemology? What is the librarian’s/ library digital literacy (DL) epistemology perspectives? And what are Arts & Science faculties’ concept of DIL? iii iii Copyright, 2016, by Nancy Adam-Turner, All Rights Reserved. NEA, “Tree of Life, Book of Knowledge and Heart of Learning”. © 1996. iv This dissertation is dedicated to my wonderful husband Mr. Aaron Burleigh Turner, my parents Col John Ewing Adam (deceased 1972) and Mrs. Yvonne Walburga Adam, ne. Baroness Paola von Wecus (deceased 2000), and to all the teachers, instructors and professors who believe in the success of their students. v ACKNOWLEDGMENTS There have been so many wonderful people who supported me, during all my education endeavors. I wish to recognize Mrs. Helen Arkell, Farnham, United Kingdom, for the great work she does for Dyslexic students, young and adults. My family here in the United States, my friends here in America, and across the “big pond” in England, France, Spain, Germany and the Middle East. A special thank you goes to my committee chair, Dr. Dana Burnett for his attentiveness in guiding me along this journey. To my committee members Dr. Chris Glass, Dr. Gail Dickinson and Dr. March Krotseng for their directions, and to all professors of the Community College Leadership (CCL) program and colleagues of cohort 10 and cohort 11 at Old Dominion University- “Go Monarchs!” A resounding “cheers” for all the encouragement I have received from my colleagues here at Bluefield State College, West Virginia. Especially remembering my colleague and dear friend Audrey L.A. Biggs, Director of the Virtual College (interim) for her positive encouragement and support to stay focused along this dissertation journey “Au revoir - Dieu bénisse - jusqu'à ce que nous nous retrouvons dans le grand bleu là- basaurevoir mon ami”. vi TABLE OF CONTENTS Page LIST OF TABLES .......................................................................................................... x-xi LIST OF FIGURES .................................................................................................... xii-xiii Chapter 1……………………………………………………………………………………………….1-22 Introduction .......................................................................................................... 1-4 Digital Technology is Academic Technology ..................................................... 4-6 Exploring components of digital literacy ...........................….....………………..…..….6-8 Community College Academic Technology-the Faculty and Librarian Roles......8-9 Faculty/librarian collaboration with digital information literacy ....................... 9-10 A Problem of Perceptions ................................................................................ 10-11 Faculty digital literacy concerns with adoption and inclusion......................... 11-12 Assumptions on the lack of digital literacy adoption....................................... 12-13 Purpose … .............................................................................................................13 Theoretical framework…………….. ............................................................... 13-15 The Study Research Design Model.................................................................. 15-16 Chapter 2 Summary ...............................................................................................16 Research Questions & Research Objectives … .............................................. 17-18 Glossary- Definition of Terms…………….. ................................................... 18-20 Limitations and Delimitations of the study ...................................................... 21-22 Chapter 2………………………………..…………………….…………………………..…..…….23-103 Literature Review............................................................................................. 23-24 From Traditional Literacy to the New Digital Information Literacy ............... 24-25 What is Literacy? ............................................................................................. 26-30 What is Information Literacy? ......................................................................... 30-35 What is Digital Literacy? ................................................................................. 35-36 What is Digital Information Literacy? ............................................................. 36-40 Higher Education Faces A Digital Literacy Imperative. ................................. 40-41 Institutional Academic Technology and Information Literacy ....................... 41-42 Tension and Distinction between Digital and Information Literacies …..….....42-46 Considerations of the Ecology of Learning Technology…..……………...………47-50 Digital Literacy, Pedagogy, and Content technology study models…….…….50-54 Different Partnership support for digital literacy adoption…………..…………54-56 Pedagogical Research of Higher Education Institutions. ................................. 56-57 Facets of Digital Literacy Adoption. ............................................................... 57-77 Digital literacy impact alters the higher education model. ....................................57 Digital literacy challenges to the Institution. ................................................... 58-60 Digital Literacy influences on Institutional Pedagogy..................................... 60-62 Academy Attitudes toward Digital and Information Literacy ...............................62 vii Support for Digital Literacy Adoption with Academic Technology Inclusion…. 63-64 Faculty Attitudes Toward Digital and Information Literacy ........................... 64-66 Faculty and Student Academic Technology Interactive Benefits. ................... 66-67 Faculty Issues with Digital Literacy ................................................................ 67-68 Is Academic Freedom Impacted by Digital Literacy Adoption…………..…..…. 68-69 Faculty Meeting the Challenge of Digital Literacy Integration ....................... 69-71 Different Types of Faculty Digital training and Digital Literacy Support…… 71-72 Librarian Challenges to Adopt Digital Literacy Changes................................ 72-74 Librarian and Pedagogy Information Literacy Challenges and Issues. ........... 74-77 Community College Pedagogy and Information Literacy………………………..77-85 The Community College Mission and Information Literacy ........................... 77-80 Access to Support Digital Technology Sustainability ..................................... 80-82 Community College Digital Literacy and Information Literacy Inclusion. ...
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