Utilizing a Co-Teaching Model to Enhance Digital Literacy Instruction for Doctoral Students

Abstract

Students in post-secondary education often lack the digital literacy skills required for advanced level research.Digital skills are particularly important for doctoral students whose in-depth research requires the use of technological tools such as databases, content management systems, and citation management programs.Although widely researched in the undergraduate education context, digital literacy instruction has received less attention concerning doctoral students.In addition, little attention has been paid to the effectiveness of citation management tools on educational research.To address these questions, a faculty librarian, library intern, and professor at the University of Mary Hardin-Baylor employed a co-teaching model of instruction in an attempt to improve digital searching and citation management to the incoming doctoral cohort.This paper presents a case study that discusses the findings from a mixed-methods approach involving closed-ended and open-ended assessments to determine effectiveness.The co-teaching model offered significant benefits over previous doctoral library instruction methods.

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