Unit rationale, description and aim

In an increasingly interconnected and digital world, proficiency in digital literacies is essential for navigating personal, academic, and professional landscapes. This unit empowers students to critically engage with digital environments, fostering responsible digital citizenship, ethical use of artificial intelligence (AI), and informed decision-making in online spaces. By developing these skills, students contribute to a more equitable and inclusive digital society, aligning with ACU's commitment to empathy, insight, and impactful learning. This unit explores the principles of internet safety, critical digital literacies, and the ethical integration of AI in higher education, with an emphasis on practical proficiency with digital tools. Students will examine different perspectives on digital inclusion, addressing global challenges like digital equity and ethical technology use. Through hands-on activities, critical reflection, and collaborative learning, students will gain the knowledge and skills to become competent, responsible, and compassionate participants in the digital age. The aim of this unit is to equip students with the practical tools and critical understanding needed to navigate digital spaces effectively, ethically, and safely, fostering their ability to positively impact the communities they engage with both online and offline.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Engage with a range of digital tools and technolog...

Learning Outcome 01

Engage with a range of digital tools and technologies while adhering to the principles of digital citizenship
Relevant Graduate Capabilities: GC7, GC10, GC12

Communicate ideas and concepts, and discuss issues...

Learning Outcome 02

Communicate ideas and concepts, and discuss issues using appropriate language
Relevant Graduate Capabilities: GC7, GC10, GC12

Apply a critical digital literacies perspective to...

Learning Outcome 03

Apply a critical digital literacies perspective to evaluating the reliability of digital sources
Relevant Graduate Capabilities: GC4, GC9, GC10, GC12

Synthesise and remix online information appropriat...

Learning Outcome 04

Synthesise and remix online information appropriately with proper attribution and recognition of authorship
Relevant Graduate Capabilities: GC7, GC9, GC10, GC12

Content

Topics will include: 

  • Using digital tools in educational, professional and personal contexts
  • Understanding how we engage with the digital realm
  • Digital citizenship and responsible engagement in digital contexts.
  • Finding, evaluating and disseminating information
  • Appropriate attribution of authorship of digital content
  • Applying Critical Digital Literacies when evaluating the reliability of online sources, tools and technologies
  • Developing and presenting digital information using the most appropriate digital tools and technologies
  • Safety issues in digital communication, and the digital footprint
  • Considering issues and opportunities arising from the use of AI in higher education
  • Building proficiency with a range of digital tools and technologies

Assessment strategy and rationale

The assessments are designed to prepare students for the kinds of digital activities they will encounter in their studies and broader university life. The assessment strategy focuses on students’ understanding of digital literacy theories, concepts, and terminology, alongside their practical proficiency with digital tools and technologies. Assessments are designed to be authentic, contextually relevant, and integrative.

Tasks include creating presentations, researching and critiquing digital practices, and evaluating the ethical application of AI and other technologies. Assessments scaffold the application of technical skills with critical digital literacies, requiring students to analyse, reflect and apply knowledge in real-world contexts. Emphasis is placed on demonstrating ethical, contextually appropriate decision-making and effective communication. The first assessment is an opportunity for students to analyse how they engage with the digital world on a daily basis. Building on this, for the second assessment, students are required to critically evaluate digital tools and/or technologies they might add to their digital repertoire to aid their studies. For the final assessment, students will pitch digital tools or technologies while demonstrating how and why they are useful, and their proficiency with them.

This approach ensures students develop both theoretical understanding and practical skills while building confidence to meet university-level expectations. 

Overview of assessments

Assessment 1: Digital review Students will provi...

Assessment 1: Digital review

Students will provide an analysis of how they engage with the digital world, with a focus on their study and work activities.

Weighting

25% 

 

 

Learning Outcomes LO1, LO2
Graduate Capabilities GC7, GC10, GC12

Assessment 2: Critical evaluation Students ...

Assessment 2: Critical evaluation

Students will prepare a critical evaluation of digital tools and/or technologies that are useful for academic and professional settings.

Weighting

35%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC7, GC9, GC10, GC12

Assessment 3: Product pitch and practical demonst...

Assessment 3: Product pitch and practical demonstration

Students will develop and present a product pitch where digital tools and/or technologies are recommended then demonstrated. 

Weighting

40%

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC7, GC9, GC10, GC12

Learning and teaching strategy and rationale

This unit employs a practical, experiential approach to developing digital literacies. It has been designed to bridge knowledge gaps and enhance skills proficiencies to prepare students for university. Collaborative and inquiry-based learning promotes teamwork, problem-solving, and critical thinking, allowing students to contextualise and apply digital literacy skills ethically and effectively. This unit has also been designed to expose students to a range of digital tools and technologies, providing them with opportunities to develop their proficiency with these in a practical, experiential manner.

Workshops combine instructor guidance and group tasks, emphasising collaborative projects and inquiry-based activities.  A diverse student cohort helps foster intercultural communication and diverse perspectives, such as analysing misinformation or privacy issues.

Representative texts and references

Representative texts and references

Alvermann, D. E., & Hinchman, K. A. (2019). Critical digital literacies: Reading and writing in 21st-century classrooms. Guilford Press.

Australian Catholic University. (2025). GenAI at ACU. https://libguides.acu.edu.au/ai-basics/genai-acu

Cummings, J. (2021). Office 365 for education: A practical guide for beginners. Packt Publishing.

Goodfellow, R., & Lea, M. R. (Eds.). (2020). Digital literacies in higher education: Critical perspectives. Routledge.

Henderson, M. (2020). Social media literacy for educators and students. Springer.

Holmes, W., Bialik, M., & Fadel, C. (2021). Ethical AI in education: Principles and practices. Routledge.

Kukutai, T., & Taylor, J. (Eds.). (2019). Indigenous data sovereignty: Toward an agenda. ANU Press.

Lankshear, C., & Knobel, M. (2018). Digital literacies: Concepts, policies, and practices (2nd ed.). Peter Lang Publishing.

Ribble, M. (2019). Digital citizenship in schools: Nine elements all students should know (3rd ed.). ISTE.

Smith, A. (2021). Using AI tools in research: A beginner’s guide. Wiley.

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