Digital utopia or dystopia: can educators assume ICT literacy?

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Cronin, James G. R.
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It is often assumed that undergraduates entering higher education are fully ICT (Information Communications Technology) literate. This survey paper draws upon case studies from History of Art and Adult Continuing Education, University College Cork, to question this assumption. It argues that students, both undergraduates and lifelong learners, greatly benefit from an ICT workshop programme supporting disciplinary teaching and learning. Support workshops assist in developing confident researchers and assist in developing transferable work-life skills. The paper will explore the following topics: the role played by emoderation in knowledge construction; cyber ethics, especially understanding intellectual property; barriers to full participation as expressed by ‘digital divide’ issues and building disciplinary Communities of Practice.
Information communications technology literacy
Cronin, J.G.R., 2009. Digital utopia or dystopia: should educators assume information literacy? In Jennifer Murphy and Bettie Higgs (eds). Challenging Assumptions: integrating research and teaching and learning in higher education. Proceedings of the NAIRTL second annual conference. Waterford Institute of Technology, 13-14 November, 2008. (pp. 127-134). Cork: NAIRTL. ISBN 978-1-906642-15-0