Beyond Learning Management Systems: Teaching Digital Fluency

Abstract

Employers increasingly seek employees with more sophisticated technical skills to meet the changing global marketplace. A significant portion of political science graduates do not pursue advanced degrees, instead entering the job market and holding an array of occupations in organizations using social media, websites, and digital political marketing. While political science instructors are adept at fostering oral and written communication, emphasis on cultivating digital skills appears somewhat less common. This shortcoming may be a disservice to our graduates.

Based on reflections from instructors teaching political science at two public universities, this paper describes pedagogical approaches to building digital fluency skills among Generation Z learners using platforms beyond learning management systems to align with learning outcomes that emphasize new and emerging technologies. This pedagogical approach facilitates content retention through higher order learning while building practical skills. Through innovative course assignments students learn new platforms thereby improving their digital fluency. To mitigate potential obstacles to implementation, we offer reflections on these assignments along with advice to facilitate student success.

Keywords:

• Technology
• undergraduate education
• reflection
• learning management systems
• Web 2.0

Notes

1 A digital disrupted workplace describes the gig economy and reliance upon temporary workers.

2 According to Pew Research, Generation Z refers to individuals born since 1997; Millennials are individuals born between 1981 and 1996; and Generation X are individuals born between 1965 and 1980 (Dimock 2019).

3 Web 2.0 technologies consist of websites and applications that emphasize user-generated content.

4 The term digital fluency and digital competence are comparable terms, used in the US and Europe respectively. Digital competence involves the confident and critical use of information technology for work, leisure, and communication. It consists of five components, and one component of digital competence includes digital content creation (European Commission 2019).

5 Consistent with Hargittai (2010), we use the term first-year student to denote students entering college for the first time.

6 The eight core competencies for career readiness are as follows: career and self-development; communication; critical thinking; equity and inclusion; leadership; professionalism; teamwork; and technology.

7 Team-based learning uses fixed-groups throughout the term. Teams build community and trust, students are able to rely on each other’s assets to compensate for potential liabilities on the team (Michaelsen and Sweet 2008).

8 For design elements of an effective infographic see Dunlap and Lowenthal (2016).

9 This research was approved of by the California State University East Bay IRB #: CSUEB-IRB-2020–34, and under Montclair State University IRB-FY19-20-1802 RDF, this study was found not fall under 45 CFR 46 regulations.

10 An influencer is a person with the ability to influence potential buyers of a product or service by promoting or recommending the items on social media.

11 First-generation students consist of students who are the first in their family to attend college, while nontraditional students might meet one of seven criteria including being older than 24 years of age; working or having prior work experience; or being a parent (MacDonald 2022).

Additional information

Notes on contributors

Danvy Le

Danvy Le is an Associate Professor at California State University, East Bay. Her research focuses on the political participation of minority communities with an emphasis on Asian American ethnic enclaves. She has published in Social Science Quarterly and Politics, Groups, and Identities. In the classroom, Dr. Le encourages civic engagement working with students to develop community outreach strategies among underrepresented communities to raise awareness and develop their political voices. She teaches Citizen Action, Practical Politics, Race and Ethnicity.

Antoinette Pole

Antoinette Pole is an Associate Professor of Political Science and Law at Montclair State University. Her research focuses on food and politics; information technology and politics; and state politics. She has published two books, and numerous peer reviewed journal articles exploring theoretical questions related to political participation and community. In the classroom Dr. Pole works to cultivate digital fluency, while preparing students for global workplace. She teaches American Government, Race and Ethnicity, and Food and Politics.