Educational environments, such as universities, have been deeply affected by technologically driven change. In fact, educational technologies are becoming progressively common, and scholars have stated that there is an expectation for these technologies to be a part of formal learning environments. Hence, university staff are expected to use digital technologies in their work activities. These expectations, however, rely on university staff's capabilities to use such technologies, thus highlighting the importance of literacy skills. This paper aims to explore the impact of information literacy (IL) and digital literacy (DL) on university staff's intention to use digital technologies in their work activities. To support this aim, a conceptual model is composed of constructs such as performance expectancy, effort expectancy and habit from the UTAUT2 framework, while incorporating the dimensions of information literacy and digital literacy. The conceptual model is then assessed with data obtained from 100 university employees thorough partial least squares structural equation modelling (PLS-SEM). The results indicate there is a direct and significant relationship between information literacy and intention to use digital technologies, whereas the relationship between digital literacy and intention to use is mediated through performance expectancy and habit. Furthermore, performance expectancy and habit possess a direct impact on intention to use technology.
|Title of host publication||23rd ITS Biennial Conference. Gothenburg – Sweden, June 14th-17th 2020|
|Publication status||Published - 14 Jun 2020|
|MoE publication type||D3 Professional conference proceedings|
|Event||ITS Online Event, 14-17 June 2020, International Telecommunications Society (ITS), Calgary - |
Duration: 14 Jun 2020 → 17 Jun 2020
|Conference||ITS Online Event, 14-17 June 2020, International Telecommunications Society (ITS), Calgary|
|Period||14/06/20 → 17/06/20|