English literature students' perspectives on digital resources in a Spanish university

Roig‐Marín, Amanda; Prieto, Sara

doi:10.1016/j.acalib.2021.102461

Cited by 5 publications

(1 citation statement)

References 32 publications

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“…university business incubators (Chan, Krishnamurthy, & Sadreddin, 2022), digitization in libraries and secure digital resources (Islam et al, 2022), connection and different intermediates between universities and industries (Albats et al, 2022;Roig-Marín & Prieto, 2021), possibilities for digital certification (Litoussi et al, 2022), the role of Massive Online Open Courses in the university activities (Guerrero, Heaton & Urbano, 2021;Krasnov et al, 2018), simulation models in the e-learning environment (Boumiza et al, 2018). Researchers also consider already working models for improving university digitalization-such as the Agile model (Kerroum et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Researching digitalization of the education: a case study of Bulgarian universities

Stoyanova¹,

Markova²

2022

JESI

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Digitization in education is a process formed because of the general digitization of society and all its sectors. Digitization improves the education quality and methods. Digital technologies are an integral part of any field of education. The following criteria defining the level of digitization of the learning process in the universities are essential. The first criterion, we think, is expanding learning opportunities by providing electronic materials (slides from lectures, videos, exercises, projects, etc.); acceptance and evaluation of materials related to the learning process in digital form based on already existing and popular technologies allow training from any location, regardless of the physical location of the university. The second criterion is the education interactivity; the increasing and massive entry of audio and visual devices helps for this. The third criterion is the demand for new digital skills from businesses -creating websites, mobile applications, cyber security and more. Another criterion could be the digital expansion of the competence of the university -the increase in the number and attractiveness of the offered digital services (enrollment, education, exam process, practices, etc.), which are tailored to the interests and preferences of students based on their digital experience and digital expectations. All these questions will be the subject of research in this article.

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Section: Literature Reviewmentioning

confidence: 99%

Researching digitalization of the education: a case study of Bulgarian universities

Stoyanova¹,

Markova²

2022

JESI

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Measuring digital humanities learning requirements in Spanish & English-speaking practitioner communities

Crymble,

2023

Int J Digit Humanities

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Technology is global, but our use of it is subtly local. Digital scholarship in the humanities is no different. Where one is doing digital scholarship affects the types of methods and tools one will find most fruitful for humanities research. This paper considers global variations in digital humanities tool demand, by comparing broad patterns in digital skill-seeking through Programming Historian tutorial web traffic data. Programming Historian is a multilingual open learning resource publishing digital humanities tutorials in four languages. Its tutorials have played an important role for scholars seeking to learn about new tools and skills in digital humanities. Drawing on a unique dataset of 3.7 million visitors to Programming Historian between May 2019 and May 2022, this paper looks for patterns of regional use to identify skills most and least in demand in certain parts of the world. It does so through a pair of case studies that look at the top three national sources of anonymised web traffic to the English-language publication (United States, India, United Kingdom) and Spanish-language publication (Spain, Mexico, Colombia). The resultant conclusions identify key differences in skill-seeking both across the language divide (English / Spanish) and in different countries, some of which can be explained by cultural, economic, and bureaucratic factors. The paper concludes that while the specific variations of need will evolve, they will continue to exist, and digital humanities educators should adopt practices that acknowledge those differences and make space for local experts to define and best serve those needs.

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English Literature Students at Spanish University Have Positive Perceptions Towards but Limited Understanding of Online Resources

Shen¹

2022

EBLIP

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A Review of: Roig-Marín, A., & Prieto, S. (2021). English literature students' perspectives on digital resources in a Spanish university. Journal of Academic Librarianship, 47(6). https://doi.org/10.1016/j.acalib.2021.102461 Abstract Objective – To assess students’ perception, use, and format preferences of library resources. Design – Online survey questionnaire. Setting – A public university in Spain. Subjects – 134 second-year, third-year, and fourth-year undergraduate English language and literature students. Methods – An anonymous survey was built using Google Forms and shared with eligible participants during March and April 2021. Survey participation was voluntary, although students were encouraged to respond and were provided with class time to do so. Nonetheless, due to the ongoing COVID-19 pandemic at the time of this study, courses were taught in a hybrid (both in-person and online) format and class attendance was not mandatory. The survey consisted of six multiple choice and four open-ended questions, and answers were required for all 10 questions. Main Results – Respondents were mostly satisfied with the available resources in supporting their studies in English literature and culture, with the majority preferring to access resources online (51%) or through both online and print formats (14%). Convenience was the most commonly cited reason for favoring online access, while improved processing and learning were mentioned by those preferring print. A majority of respondents also indicated they have used online resources from either their home university library (72%) or other libraries (55%). Conversely, 29% of the respondents were unable to identify any specific electronic resources. Conclusion – Study results indicate that Spanish undergraduate students majoring in English literature generally have a positive perception of library resources in supporting their studies and prefer online access over print. However, many of these students may also have an incorrect or limited understanding of how to differentiate between library resources, general websites, web search engines, or computer programs.

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English literature students' perspectives on digital resources in a Spanish university

Cited by 5 publications

References 32 publications

Researching digitalization of the education: a case study of Bulgarian universities

Researching digitalization of the education: a case study of Bulgarian universities

Measuring digital humanities learning requirements in Spanish & English-speaking practitioner communities

English Literature Students at Spanish University Have Positive Perceptions Towards but Limited Understanding of Online Resources

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