Abstract
This article describes the Collaborative Media Center pilot at SUNY Old Westbury, a digital literacy project with the aim of narrowing the digital divide at the College by embedding digital projects across the curriculum. The article explains how the Center supported students in four linked courses to create digital projects. Assessment data and student feedback indicate that while students prefer face-to-face support when learning new digital tools, online tutorials are used at a much greater frequency than face-to-face tutoring. Furthermore, attitudes toward online learning improve after a semester of blended support. An increase in digital tool use frequency was recorded and students reported growing interest in learning, and using, digital tools. Additionally, students reported an increased engagement with, and better retention of, course material when creating disciplinary digital projects. Conclusions indicate that offering blended (online and face-to-face) support for digital projects across the curriculum is effective for improving digital literacy.
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