This paper describes a literature review, institutional audit and analysis of practice in the area of digital literacy provision, based on research across the UK Higher Education sector. It concludes that institutions need to place greater value on ‘literacies of the digital’, and better prepare their students and their own organizational processes to thrive in an age of digital knowledge practices. It extends the debate about individual entitlement and provision to ask whether digital literacy offers an opportunity for the academy to redefine its relationship to knowledge in society.

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Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both OER supply and use. This paper examines an aspect of the supply side of the OER lifecycle -the motives prompting release -and the resultant tensions in the release process. It draws evidence from a major program of OER release projects (UKOER) funded by the UK government. The paper sets the UKOER program within the global context of OER initiatives. It uses grounded theory to identify five candidate motive types. Then, by mapping the actions evident in the UKOER program against an organisational framework derived from an activity system, it examines tensions or contradictions encountered by the projects, revealing unstated motives. The findings will be of interest to funders, institutions and educators releasing OER as they reveal potential limitations and barriers to realising the benefits of OER.

The use of technology with engineering design students is well established, with shared workspaces being particularly supportive of the collaborative design process. This paper reports on a study where a design knowledge framework involving three learning loops was used to analyse the effectiveness of shared workspaces and digital repositories in supporting design education. The issues discussed include the relationship between knowledge and information structures, the importance of integrating information literacy support, and the need for different systems within the learning environment to support formal and informal storage of resources. These issues are explored within the context of experiences of working in a multidisciplinary team with different approaches, research methodologies, and discourses

She is also CEO of the Education Hub in New Zealand. Her research chiefly examines the role that digital technologies can play in supporting and enhancing education, and in particular facilitating professional learning opportunities and knowledge mobilisation. Martin Rehm is a postdoctoral fellow at the Learning Lab | Educational Media & Knowledge Management (University Duisburg Essen), as well as an affiliated researcher at UNU-MERIT & MGSoG.His research interests include social networking sites (SNS), social capital theory, the role of social capital in SNS, online collaborative learning, web 2.0 for education, distribution of innovation within (learning) networks and Communities of Learning (CoL). Lou McGill is an e-learning consultant who has led work for the Jisc, the Uk government body that oversees academic networks, Commonwealth Digital and Scottish Autism. Lou's research interests include Open Educational Resources, Open educational Practice and Digital Literacies.

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Chat software as an exciting new option to support their enquiry service for distance learning students based all over the world. A trial service began in October 2000, using 'HumanClick' software. Chat Icons were displayed on appropriate web pages, which offer a direct link to a librarian, or the opportunity to send an email message if the service is not staffed at that time. Students do not have to download any software to access the service and the librarian can deal with several chat requests at the same time. The 'HumanClick' software allows the librarian to track where the enquirer is on the web site and allows them to 'push' relevant web pages to them. The trial revealed that chat has great potential for providing an alternative method of communication with students as a distance, but does require experience and patience to make the students feel comfortable with this new method. Library staff training and practice was vital to the success of interactions and it became evident that certain types of enquiry were more suited to this method than others.

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