Thomas Roche

Upon admission to university, students are expected to have the foundational academic skills for navigating higher education and succeed in their studies. One fundamental academic skill that is increasingly required is digital literacy. Although attention needs to be paid to students’ digital access, skills, and attitudes, these need to be observed in the context of institutional digital provisions and practices. Institutional settings drive digital teaching and learning practice. This case study analyses data from interviews with faculty and administration staff at a university delivering English-medium instruction (EMI) programs. It identifies why stakeholders need to overcome disparities and facilitate a university-wide digital literacy framework (DLF) that reflects the developmental needs of students, the experience of faculty members, and the provision afforded by the institution itself. The findings show that by using staff’s understanding, experience and practices, a relevant DLF for improving students’ digital literacy skills can be developed in this and other EMI contexts.