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Student ambassadors for digital literacy (SADL): evaluation & impact report 2015/16

Wang, Yujia, Secker, Jane and Gomes, Sonia (2016) Student ambassadors for digital literacy (SADL): evaluation & impact report 2015/16. The London School of Economics and Political Science, Learning Technology and Innovation, London, UK.

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Abstract

This report evaluates the programme Student Ambassadors for Digital Literacy (SADL) at LSE led by Learning Technology and Innovation (LTI) and LSE Library in 2015/16. SADL was set up to better understand the digital and information literacies that LSE undergraduate students obtain and the ways in which the School can best support them. The programme was launched as a pilot in September 2013, following a review of undergraduate support in 2011 which found that digital literacies equip students with important attitudes, skills and behaviours which enhance their studies, and that they are relevant to the workplace and to their daily lives (Bell et al., 2012). Through running SADL, LTI and the Library can understand more about students’ digital skills, how to embed them into the curriculum and offer more relevant support and teaching for all students. The present report evaluates how the programme has impacted on participating students, academic support staff who have taught on the programme, and the wider influence the programme has had across the LSE. It also reflects on how digital literacies at LSE might be best supported. Our recommendation is that we should build on two of SADL’s core values, a) Developing a community of peer mentors interested in, and equipped with digital literacies and b) developing an even greater range of digital literacies amongst LSE undergraduates.

Item Type: Monograph (Report)
Official URL: http://lti.lse.ac.uk/
Additional Information: © 2016 The Authors
Library of Congress subject classification: L Education > LB Theory and practice of education > LB2300 Higher Education
Sets: Research centres and groups > Learning Technology and Innovation (LTI)
Research centres and groups > LSE Library
Date Deposited: 05 Sep 2016 11:58
URL: http://eprints.lse.ac.uk/67579/

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