PurposeAn increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.Design/methodology/approachA student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.FindingsStudents' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.Originality/valueHigher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

PurposeThe purpose of this paper is to explore how the affective aspect of information seeking is important in understanding information behaviour from a holistic perspective. While researchers have often explored adverse affective responses and coping mechanisms in information behaviour, this paper aims to focus on positive affect and the significant place of pleasure in amateur genealogists' information seeking and skills development.Design/methodology/approachThis study adopted a multi‐case, exploratory approach to learning about amateur genealogists' affective behaviour associated with their information seeking. A total of 24 amateur genealogists from around the world participated in semi‐structured telephone interviews about their hunt for their Irish ancestors. Data were transcribed and analyzed to identify patterns of affective behaviour during genealogical information seeking.FindingsThe paper finds that amateur genealogists form a unique group of information seekers. Leisure functions as an important information seeking context, in which amateur genealogists associate information seeking with pleasure.Originality/valueFindings suggest that there is a pleasure principle associated with information seeking, which may offer insight into patterns of affective information behaviour leading to advanced learning, information use, and technological adoption among older adults.

This article explores information sharing in the context of amateur genealogists researching their Irish ancestry. Information sharing is an important feature of this hobby, with individuals networking with others to supplement information they have found when searching sources. Because of the nature of the hobby, reciprocal sharing behavior may be significant in this process. This study adopted a multi-case, exploratory approach to learning about amateur genealogists' sharing behavior associated with their information seeking. Twenty-four amateur genealogists from around the world participated in semi-structured telephone interviews about their hunt for their Irish ancestors. Data were transcribed and analyzed to identify patterns and conditions of information sharing between participants as they researched their genealogy. Participants in this study were avid information seekers, who prized information sharing as a means of advancing their research. The Internet played a central role in information sharing. Particular social norms surrounded the sharing of information that shaped interactions, including expectations of reciprocal information sharing. The findings of this study suggest that information sharing is an important feature of hobby participation for amateur genealogists, supporting learning as well as achievement in locating one's ancestors. Reciprocal information behavior strengthened social relationships between genealogists and multiple information sharing events solidified the network positions of individuals as information champions.

Purpose Teaching and learning online during the Covid-19 pandemic has forced university instructors to consider online alternatives to the classroom. It is possible to facilitate students’ learning in the digital environment in similar ways to the traditional face-to-face classroom. The inclusion of e-guests in the digital learning space presents one such opportunity. The purpose of this paper is to discuss the use of e-guests in online learning. Design/methodology/approach This paper presents a case study, following a postgraduate class and the role of the e-guest in students’ synchronous online learning. Findings E-guests facilitated student learning. Their approaches to learning ranged from slides to discussions. Students responded well to this method of learning. Practical implications There is potential for enhancing student learning through the inclusion of e-guests, who bring their expertise to the classroom. E-guests from different regions offer students an opportunity to learn from specialists they would not necessarily have access to in the traditional classroom. Originality/value E-guests offer one important potential means of enriching online teaching.