Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Radomir Mitic

Abstract

Rapid developments in artificial intelligence technologies and widening digital divide inequities have made digital literacy instruction an urgent priority in higher education. This qualitative, interpretive case study examined how faculty learned to teach Digital Information Literacy at an instructional development workshop facilitated by academic librarians, following a mandate to integrate digital literacy into the institution’s general education program. Using transformative learning theory as a framework, data were collected from a purposive sample of faculty, librarians, and administrators involvedin the workshop through field notes, interviews, a focus group, document reviews, and journaling, and then hermeneutically analyzed. Findings revealed that although demonstrations and discussions enhanced faculty learning, knowledge gaps and time constraints barriers were most effectively addressed through collaborations between faculty and librarians. Aligning Digital Information Literacy with the information literacy learning goal in the general education program positioned academic librarians as key partners in faculty learning. Based on these insights, this study proposed a workshop model featuring scaffolded lesson plans that serve as a foundation for a faculty learning community. This model illustrates how strategic co-curricular partnerships can enhance faculty learning experiences, support the goals of the general education program, and meet state requirements. It provides a roadmap for implementing similar digital literacy initiatives, emphasizing the value of sustained faculty instructional development and co-curricular collaborations.

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