Digital Literacy Skills
This section provides a digital literacy self-assessment for students, suggested learning activities, and resources. Digital literacy is broken down into four categories: digital technologies, word processing, electronic communication, and information and cyber literacy.
Digital literacy skills are one of the key essential skills for success in the workplace. According to Employment and Social Development Canada (2023), digital literacy skills are part of nine skills for success that are needed to create a foundation for more complex skills.[1] Digital literacy skills include an understanding of how to use common digital technologies and digital communication software. Additionally, digital literacy skills incorporate information literacy, broadly defined as the ability to effectively locate, evaluate, use, and communicate information.[2] Given the increasing use of electronic health records and digital forms of communication in the workplace, HCA graduates should be prepared to use current digital communication and technologies in accordance with workplace standards.
Although the specific technology used by HCAs will depend on the HCA’s place of employment, baseline knowledge of digital technologies, expectations regarding informational literacy, and guidelines around digital communication will help prepare them to assume their workplace role. This section includes the following:
- A digital literacy skills self-assessment for students
- Suggested learning activities on incorporating digital literacy skills into the HCA curriculum
- Suggested resources for students’ skill development
Recommended resources for introducing students to electronic health records are also included in the Concepts for Practice course.
Digital Literacy Self-Assessment
Digital Technologies
| I can identify the basic parts of digital devices such as desktop computers, laptops, and tablets (e.g., the charging port, USB port, the hard drive, the monitor/screen). | Yes □ No/Not Sure □ |
| I can properly start and shut down a desktop computer, laptop, and tablet, including logging off a public computer. | Yes □ No/Not Sure □ |
| I can open and close software programs (e.g., MS Word, Google, File Manager, iTunes). | Yes □ No/Not Sure □ |
| I can describe common uses of digital technologies in society. | Yes □ No/Not Sure □ |
| I can use a mouse or pointing device. | Yes □ No/Not Sure □ |
| I can type on a keyboard using all 10 fingers. | Yes □ No/Not Sure □ |
| I can create folders to manage files and information. | Yes □ No/Not Sure □ |
| I can operate a printer (turn power on, load paper, print a document). | Yes □ No/Not Sure □ |
Word Processing
| I can create a new word processing document. | Yes □ No/Not Sure □ |
| I can edit a document using the spell checker and thesaurus features. | Yes □ No/Not Sure □ |
| I can format a document to change the font, font size, margins, add page numbers, and add bullet points. | Yes □ No/Not Sure □ |
| I can save a document to the storage drive. | Yes □ No/Not Sure □ |
| I can print a document. | Yes □ No/Not Sure □ |
| I can retrieve a document. | Yes □ No/Not Sure □ |
| I can complete and digitally sign an online or electronic form. | Yes □ No/Not Sure □ |
| I can upload a document to a cloud-based server, such as a learning management system or website. | Yes □ No/Not Sure □ |
Electronic Communication
| I can send and receive email. | Yes □ No/Not Sure □ |
| I can upload an attachment to an email and download an attachment from an email. | Yes □ No/Not Sure □ |
| I am familiar with the basic rules of etiquette for electronic communication. | Yes □ No/Not Sure □ |
| I can create an online schedule. | Yes □ No/Not Sure □ |
| I am familiar with team-based communication apps (e.g., MS Teams, WhatsApp, Google Docs). | Yes □ No/Not Sure □ |
| I have used a learning management system during my former education to communicate with instructors and retrieve course information. | Yes □ No/Not Sure □ |
I can use video conferencing software like Zoom, FaceTime, Skype or MS Teams. I can turn on video/audio components so that I can
|
Yes □ No/Not Sure □ |
Information and Cyber Literacy
| I can identify basic internet safety practices and security risks (viruses, firewalls, antivirus software, spyware, phishing). | Yes □ No/Not Sure □ |
| I am familiar with multi-factor authentication. | Yes □ No/Not Sure □ |
| I can use internet browsers to search for information. | Yes □ No/Not Sure □ |
| I can add a website to the bookmark bar. | Yes □ No/Not Sure □ |
| I can list common social media applications and identify the uses and associated risks. | Yes □ No/Not Sure □ |
| I can evaluate the accuracy and bias of electronic sources. | Yes □ No/Not Sure □ |
| I can describe the benefits and risks of using artificial intelligence software in my academic learning. | Yes □ No/Not Sure □ |
Suggested Learning Activities
Digital Technologies
- The Suggested Resource section below includes training opportunities for students to further develop their skills.
- It is not within the scope of the HCA program to include training on digital technologies and devices such as desktop computers, laptops, tablets, printers, smart phones.
Word Processing
- Ask students to submit written assignments prepared using a word processing program.
- To connect with general digital technology skills, ask students to print one of their assignments and submit a paper copy.
- Ask students to complete and sign an online form.
- Have students upload an assignment to a learning management system. Ask them to rename the file to include their own name and the name of the assignment.
- Ask students to visit the careers page for their local health authority and set up an online profile.
- Have students complete a group assignment and use presentation software like PowerPoint, Prezi, and Keynote.
Electronic Communication
- Have students review the guidelines on electronic communication in the Interpersonal Communication course.
- Have students identify different forms of electronic communication (emails, texting, group chat software) and consider how expectations and engagement with each form may differ in various settings.
- Ask students to send an email with an attachment to their instructor following the guidelines for netiquette.
- Have students attend a class or group meeting using video conferencing software. Require students to have their cameras turned on and verbally participate to ensure that they are able to use their microphone.
Information and Cyber Literacy
- Provide guidelines on properly selecting and citing resources. Then ask students to research a topic and provide a reference list.
- Have students review the Social media guidelines for B.C. Public Service employees and discuss how it applies to health care employment settings.
- Review your post-secondary institution’s educational policies regarding academic integrity and engage students in a discussion about AI.
- Have students complete the Cyber security checklist provided by the Canadian Centre for Cyber Security.
Suggested Resources
Digital Technologies
- Some public libraries in B.C. provide in-person introductory computer skills training courses. For example, see courses offered through the Vancouver Public Library system at Computer Essentials | Vancouver Public Library. Online computer courses are also available through LinkedIn Learning and are free to anyone with a B.C. library card.
- Some post-secondary institutions and school districts provide formal computer training courses through adult basic education programs. If notable deficits are identified in the student’s competencies regarding digital technologies, the student may benefit from a formal (credited) computer training course.
- Organizations such as the Khan Academy offer free online courses.
- Resources to support the development of students’ keyboarding skills are widely available. Online resources range from free online game-based applications, such as TypingClub, to formal courses at post-secondary institutions, such as those at Vancouver Community College, Continuing Studies and websites recommended on websites. Encourage students to explore the available options and choose the option that works best for them.
- Students could ask a friend or family member to demonstrate the basic skills of using a desktop computer, laptop, tablet, or printer. This should include identifying its main parts, turning it on/off, starting and shutting down a software program, and using a printer.
Word Processing
- Microsoft offers training, such as:
- Word for Windows training
- Microsoft 365 training
- Public libraries, post-secondary institutions, and school district continuing education departments offer word processing courses. See suggestions under Digital Technologies above.
Electronic Communication
- Suggest students visit their institution’s library or learning centre to explore available supports regarding digital literacy skills. Some libraries and learning centres provide videos and information sessions about their learning management system and video conferencing software.
- If provided by the post-secondary institution, students will have access to email through their learning management system. The institution’s library, learning centre, or learning management system may provide additional resources on learning to access that email. Students who do not have a personal email can set up an email address through an email server such as Google, Microsoft, or Yahoo.
Information Literacy
The following resources will help instructors better understand the complex and developing area of information literacy skills. While some are direct links to documents or learning modules that can support students, most resources are intended for instructors.
Some institutions’ libraries and learning centres may provide workshops for students on plagiarism and the proper selection and citations of sources. These workshops could be scheduled during program orientation or recommended to students prior to the start of the program.
Note: While valid at the time of publication, the online links and resources below are subject to change.
Cybersecurity
- BCcampus. Tech-safety resources
- Canadian Centre for Cyber Security
- Government of B.C. Cybersecurity courses
- IBM. What is cybersecurity?
Internet Searches
- Google Search Help. How to search on Google.
- MacDonald, W. B. & Seel, J. Research using the internet. University of Toronto.
Selecting and Citing Sources
- Last, S. Finding and evaluating research sources. In Technical writing essentials: Introduction to professional communications in the technical fields. BCcampus. https://pressbooks.bccampus.ca/technicalwriting/
- ProQuest. ProQuest research companion getting started. This tool includes e-learning modules and is included in some institutions’ library subscriptions.
- University of British Columbia Library. Evaluating information sources.
- Vancouver Community College Library. ChatGPT and AI technology: Citation and copyright.
Social Media
- Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning, (3rd edition). https://pressbooks.bccampus.ca/teachinginadigitalagev3m/
- Government of B.C. (n.d.) Social media guidelines for B.C. public service employees.
- Schechter, S. (2023) Foundations of social media communication. In Social media & reputation management. https://pressbooks.bccampus.ca/socialmedia/chapter/2-foundations-social-media/
Artificial Intelligence and Post-Secondary Education
- Coolidge, A. (2023, October 18). Developing policies for generative AI at post-secondary institutions: What we need to consider. BCcampus.
- Kwantlen Polytechnic University. Artificial intelligence.
- Dalhousie University, Centre for Learning and Teaching. AI and academic integrity.
- University of Alberta, Centre for Teaching and Learning. AI-squared: Artificial intelligence and academic integrity.
- University of British Columbia, Academic Integrity. ChatGPT and other generative AI tools.
Multi-Factor Authentication
- Government of B.C. An introduction to multi-factor authentication.
- Microsoft, Account Security Tools. What is: Multifactor authentication.
References
The following resources were consulted to develop the digital literacy section.
Association of College and Research Libraries. (2016). Framework for information literacy for higher education. https://www.ala.org/acrl/standards/ilframework
Dalhousie University. Libraries. What is information literacy and how can I incorporate it into my classroom? https://libraries.dal.ca/services/faculty-services/infolit.html
Government of Canada. Employment and Social Development Canada. (2023). Skills for success. https://www.canada.ca/en/services/jobs/training/initiatives/skills-success.html
Government of British Columbia. (2023, April 18). Digital Learning Strategy: Appendix 2 The B.C. Post-Secondary Digital Literacy Framework. https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/institution-resources-administration/digital-learning-strategy
Government of British Columbia, Ministry of Advanced Education and Skills Training. (2022). Adult basic education. A guide to upgrading in British Columbia’s public post-secondary institutions: An articulation handbook. 2021/22 Edition. https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/adult-education/abe_articulation_handbook_2021-2022.pdf
Government of British Columbia, Ministry of Health. (2023). B.C. Health Care Assistants Core Competency Profile. https://www.health.gov.bc.ca/library/publications/year/2023/hca-core-competency-profile-april-2023.pdf
Nguyen, G.. (2023). Digital pedagogy toolbox: Generative AI in teaching and learning – The least you need to know. BCcampus. https://bccampus.ca/2023/09/18/generative-ai-in-teaching-and-learning-the-least-you-need-to-know/
- Government of Canada. Employment and Social Development Canada. (2023). Skills for Success. https://www.canada.ca/en/services/jobs/training/initiatives/skills-success/understanding-individuals.html ↵
- Dalhousie University. Libraries. What is Information Literacy? https://libraries.dal.ca/services/faculty-services/infolit.html ↵