Technical and Digital Information Literacy Skills for Student Success
- Gina Persichini
Digital Information Literacy (DIL) is the ability to use digital technologies to access, evaluate, and share information. This has become even more important in the age of Artificial Intelligence and emphasizes the need for students to engage in critical thinking about resources. While we may assume that students have a basic understanding of technology, identifying specific skills they will need in your course can help them be more prepared and successful, and draw attention to places that may be supplemented through practice and feedback, or directing students to helpful resources.
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Importance of Communicating Technical and Digital Literacy Expectations
Specifying the necessary technical and digital literacy skills supports effective learning, increases accessibility and inclusivity, facilitates smooth course operations, and aligns with established quality standards like those of Quality Matters. It also ensures that all students are adequately prepared before the course begins. This preparation helps avoid students struggling with basic functionalities instead of focusing on course content.
By knowing these requirements upfront, students can seek out resources or training before starting the course, ensuring they are ready to engage fully from day one. Including links to resources and training available to students in the same section will be helpful.
Steps to Take
Review your course and note any actions the student will need to take to participate in the course.
Describe the technical skills students will need to be successful in the course. This includes the ability to
Locate, evaluate, and use information through technology, and
Install and use webcams, microphones, conference software, etc.
Include your expectations for their digital information literacy skills, such as:
Accessing their Boise State inbox,
Receiving and sending email messages,
Uploading files,
Installing software,
Netiquette, and
Using multimedia and collaborative tools.
Add the required skills to your syllabus or under a dedicated Course Resources module in Canvas.
If you are using third-party software, include the privacy and accessibility statements for these tools. Many of these statements are provided in the University Support and Policies document.
Examples
Below are examples of technical skills and digital literacy expectations.
Example 1: General Course
(Consider creating a page in Course Resources with the following message, being sure to modify it for the types of technology used in the course.)
Technical and Digital Information Literacy Skills
To be successful in Canvas, you must ensure that you and your computer are ready. Refer to this list of Computer Recommendations. If you have not used Canvas before, please review Boise State’s Getting Started with Canvas Guide.
These are the technical and digital information literacy skills that will be expected of you as an online student:
Using Canvas
Using email with attachments
Creating and submitting files in Word or Google Docs
Downloading and installing software
Using spreadsheets, presentations, or graphics programs
Using apps on digital devices
Recording and uploading video presentations
Using web conferencing tools (Zoom, Google Meet)
Using computer networks to locate and store files or data (Google Drive)
Seek technical support for other issues, as available
Technical problems related to internet connections or computer equipment do not excuse late assignments or non-participation. Locate the computer hardware, software, and Internet connections necessary to stay connected and current with coursework online. Identify alternate Internet connections available through the public library, friends, relatives, or neighbors, and be prepared to access them if your computer equipment is not working.
You are expected to read University email and SMS communications sent to your University student email address or personal mobile device in a timely fashion. Please see Student Electronic Communications (Policy 2280) for more details.
You are responsible for applying what you’re learning in this course to interpret AI-generated material, analyze the accuracy, and revise it based on your knowledge and understanding of the subject. You are also expected to cite your use of AI in all work submitted and abide by Boise State’s policies for generative AI.
Example 2: Introduction to Online Research Methods
(This includes a section on Resources for Skills Development, that allows students to brush up on their skills before or during the course.)
Expected Technical Skills and Digital Literacy:
Basic Computer Skills: Proficiency in using Windows or macOS, including installing applications, managing files, and basic troubleshooting.
Productivity Software: Ability to use Microsoft Office Suite or Google Workspace for document creation, data analysis in spreadsheets, and presentation preparation.
Internet and Research Skills: Competence in navigating the web, using academic databases, and evaluating the credibility of online sources.
Digital Communication: Familiarity with using the university's learning management system (Canvas), participating in discussion forums, and utilizing email and video conferencing tools for communication.
Information Literacy: Skills in locating, evaluating, and synthesizing information from multiple digital and print sources to support research projects.
Resources for Skill Development:
Boise State University offers workshops to learn basic computer skills and productivity software through the Office of Information Technology.
The Albertsons Library at Boise State University provides helpful videos and other resources to improve information literacy and effective research methods. Find them all on the library's website.
Online tutorials for using Canvas are available, designed to help navigate and utilize the platform effectively.
Reinforcing digital information skills throughout the course
Listing expectations will help students be more prepared, but it's also important to develop/reinforce/evaluate literacy skills throughout the course.
For example, you might have students complete a low-stakes video assignment that allows them to learn and practice skills in setting up their microphone and camera, uploading and sharing a video, or resolving technical issues before expecting them to submit more substantial work. A similar practice may be used to prepare students to link online files with appropriate share and edit settings.
Artificial Intelligence Resources
AI Tools - AI in Education - This page links to resources associated with university-supported AI tools.
Students - AI in Education - Consider including the micro-course Artificial Intelligence (AI) Literacy and Student Success in your course which will help students become familiar with AI tools and learn how to use AI-based tools responsibly in academic work
Library Resources
If your students need specific digital information literacy skills, contact the Boise State Albertsons Library and work with a librarian to determine how to support them.
Related Information
Digital and information literacy framework, The Open University
The Course Resources module often contains pages that address resources for students to use some tools. You can work with eCampus to incorporate pre-built resources such as Canvas, Google Workspace, Panopto, Zoom, etc. (request a consultation).
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