Addressing the Digital Natives Myth Through Digital Literacy Course Design

Tuesday, February 19 | 2:15PM–3:00PM PT | Pacific Promenade - Poster09
Session Type: Poster Session
Delivery Format: Poster Session
Near-ubiquitous device usage on college campuses may suggest that digital literacy is mainstream, but device ownership does not equate to digital literacy development. The norms, applications, and protocols required to engage in digital research, reading, writing, and programming require explicit instruction. In this presentation, we propose that instructional designers take hands-on approaches to supporting instructors in implementing digital pedagogy. For example, we suggest that IDs incorporate content curation as a practice into course design, offer customized support documentation, build workshops, and develop digital annotation strategies. In so doing, IDs take on more visible roles in disseminating digital literacy.

Outcomes: Review how 4-year colleges and universities implement digital literacy curriculum * Explore how IDs can both partner with campus stakeholders and offer their own programming to support the inclusion of digital pedagogy into undergraduate coursework * Identify digital pedagogy practice(s) to implement into a course activity or assignment with faculty


  • Jenae Cohn

  • Renee Hewitt

    Instructional Designer, University of Kansas

Resources & Downloads

  • Addressing the Digital Natives Myth through Digital Literacy Course Design Poster

    Updated on 11/26/2019