AI Prompt Library
The AI Prompt Library is a collection of prompt templates designed to give you a starting point and inspiration you need to use Generative AI (GenAI) tools like an expert.
Academic digital and information skills support
One of the core services of the library is to provide information. With our digital and information literacy offers we support the UM, MUMC and AVM community to navigate and efficiently use all kind of information resources (licensed and open materials) and tools. In collaboration with the faculties (and with a PBL setting in mind) we provide workshops, online modules, digital labs (e.g., podcast, video, VR), and more.
What is digital literacy?
Digital Literacy is the ability to navigate ethically and professionally in today’s digital world, as well as to develop a critical mindset and staying up-to-date with digital technologies. This also encompasses aspects of AI.
What is information literacy?
Information literacy is the is the ability to discover credible sources and critically evaluate information. This goes beyond a simple Google search. We support students and staff with the knowledge to find, access, evaluate, (re-) use and create scientific information. Since almost all information nowadays is digital, digital literacy skills become even more important than before.
Why digital and information literacy support?
The core business of the University Library (UB) is making scientific information findable, accessible, and available, and training students in searching, assessing, using, and creating (digital) scientific information. Due to the increasing digitalisation of our society, most visible in the recent rise of generative AI technology, digital skills for finding the right information, critically assessing it, and communicating with it are becoming increasingly important for students, teachers, and researchers.
The library supports students, but also teaching staff and researchers in enhancing their digital and information literacy skills.
Additional Support
Next to this, we also provide facilities to enhance digital literacy. On one hand, through our Digital Lab facilities, such as the video and podcast studio and 3D printer. And on the other, by providing educational support to students and staff in using these. Our goal is to ensure equal opportunities for all members of the UM community, regardless of their background or field of study, to create their own academic digital content.
What is digital literacy about?
There are many ideas about digital literacy, and it is also sometimes referred to as digital competences or digital skills; however, as the critical approach towards the digital is highly relevant (Beetham, 2022), the library prefers the term digital literacy. When consulting with the literature each source handles its own and slightly different definition of digital literacy (Spante et al., 2018) and therefore the term needs more delineation. Within the library we have the following definition:
Digital literacy is the ability to navigate ethically and professionally in today’s digital information society, as well as to develop a critical mindset and staying up-to-date with digital technologies.
Digital literacy framework
From this definition, focus points have been developed to further delineate aspects that are relevant and necessary for students to become ready for the 21st century. Next to basic academic literacy aspects, such as critical thinking and scientific integrity, the main points are academic digital creation and collaboration, digital learning, and development as well as aspects of safety, such as cybersecurity, privacy, but also wellbeing. In addition, aspects of AI literacy are embedded in the framework, as these are seen as part of digital literacy. The focus points of the Digital Literacy framework are presented in figure 1. These are based on the elements of the “Digital Competence Framework for Citizens” from the EU (Vuorikari et al., 2022) and the JISC framework on “Building digital capabilities” (Jisc, nd).
What is information literacy about?
Information literacy is the ability to discover credible sources and critically evaluate information. As an information literate individual, you can ethically organise information and engage actively and consciously in the creation and communication of information.
Information literacy framework
Information is everywhere around us: from (digital) books and articles to social media notifications and videos. To define the skills and attitudes that students (and staff) require to navigate through such an information jungle, the UM-wide Information-Wise project team (a collaboration between the University Library, EDLAB, and faculties) developed a framework for information literacy for the PBL context. The UM information literacy framework presents the vision for an information literate bachelor student at our university. To learn more about the framework: Open the PDF.
The framework builds on the principles of PBL and entails four dimensions:
- Resource Discovery,
- Critical Assessment,
- Organising Information,
- Creation & Communication.
For each dimension, several online modules were developed. 
Results of the Information-Wise project
Before designing the framework, research was done by the project team. Two literature reviews and one “quick scan” have been published in an open monograph.
The results and recommendations of a university-wide survey with over 600 students and 100 teacher participants, which was conducted in 2019, are presented in the Information-Wise mid-term report.
The final report presents the theoretical foundation, goals, and deliverables of the Information-Wise project.
Summary visual of the recommendations on how to enhance your students’ information skills. Click to enlarge.
UM Rubric
In addition to the framework a rubric was set up to create a shared understanding of what is expected from students at different levels of information literacy development.
The developmental rubric is structured into four levels: (1) Novice, (2) Intermediate, (3) Competent, and (4) Advanced (see the rubric). These levels demonstrate the differentiation of attitudes, knowledge level, and skills level between a novice and an advanced bachelor student in a specific area of information literacy.
A rubric manual outlines different scenarios for implementing the rubric ILOs into bachelor programs and courses, following the constructive alignment approach.
