The Implementation and Embedding of Digital Skills and Digital Literacy into the Curriculum Considering the COVID-19 Pandemic and the New SQE: A Case Study from Inception to Implementation and Continual Development of the Digital Academy

Autor/inn/en	Carl, Matthew; Worsfold, Louise
Titel	The Implementation and Embedding of Digital Skills and Digital Literacy into the Curriculum Considering the COVID-19 Pandemic and the New SQE: A Case Study from Inception to Implementation and Continual Development of the Digital Academy
Quelle	In: Journal of Information Literacy, 15 (2021) 3, S.119-133 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	COVID-19; Pandemics; Educational Technology; Technology Uses in Education; Online Courses; Teaching Methods; Foreign Countries; Student Centered Learning; Cooperative Learning; Independent Study; Self Evaluation (Individuals); Student Participation; Legal Education (Professions); Library Services; Library Skills; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; Selbststudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Juristischer Beruf; Bibliotheksarbeit; Großbritannien
Abstract	This paper focuses on the introduction of a new model of digital teaching and resource provision for the University of Law (ULaw) Library Service, during the COVID-19 pandemic. It details the processes and steps we took to achieve the three core aims of: a new mode of online skills delivery, the creation of self-directed, independent learners in the various student cohorts at the university and the creation of a flexible self-assessment platform to provide an incremental learning journey for both students and staff. This paper also highlights some of the challenges and difficulties we faced, arising from a project of this size and nature. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01