DigiMentors: Providing Peer Support and the Student Voice

Ruth Clark, Adam Harding

Abstract


At Leeds College of Music an initiative was developed in 2017 to employ students as digital mentors (DigiMentors) to work in partnership with the Technology Enhanced Learning (TEL) team to providing peer support on using conservatoire systems as well as developing digital skills. This initiative was developed as a response to two research studies into student digital literacy and the usability of conservatoire systems. It was found that students relied on peer support for using digital technology, often through social media channels, and lacked confidence in their academic digital literacies. The DigiMentors scheme was developed to ensure that there were representatives amongst the student community who would be able to signpost their peers to appropriate help resources and provide basic support. Additionally, these students take part in and consult on digital initiatives as well as contributing to staff development sessions. DigiMentors also collaborate with the Marketing department to produce content for the student led social media channels (Instagram). This case study evaluates the effectiveness of the scheme from the perspective of the students who take part in the programme and the impact on the wider student body over the two years it has been running.


Keywords


digital literacy; peer mentoring; staff-student partnership; student-led social media

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DOI: http://dx.doi.org/10.21100/jeipc.v6i1.1009

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