Book Review: How to Use Digital Learning With Confidence and Creativity: A Practical Introduction

Several times each month, we are pleased to republish a recent book review from the Canadian Law Library Review (CLLR). CLLR is the official journal of the Canadian Association of Law Libraries (CALL/ACBD), and its reviews cover both practice-oriented and academic publications related to the law.

How to Use Digital Learning with Confidence and Creativity: A Practical Introduction. Edited by Gearóid Ó Súilleabháin, Donna Lanclos & Tom Farrelly. Cheltenham, U.K.: Edward Elgar, 2024. 362 p. Includes bibliographic references and index. ISBN 9781035311286 (hardcover) US$180.00; ISBN 9781035360543 (softcover) US$53.95; ISBN 9781035311293 (eBook) US$43.16.

Reviewed by Brianna Calomino
Digital Projects Librarian – Digital Scholarship
University of Calgary

How to Use Digital Learning with Confidence and Creativity aims to provide a broad, accessible, and holistic introduction to the ever-expanding landscape of digital learning with practical advice from diverse perspectives—and it achieves this objective successfully. Editors Gearóid Ó Súilleabháin, Donna Lanclos, and Tom Farrelly define digital learning broadly as “learning that is in some way being supported or experienced in a ‘digitally mediated’ way, or by otherwise making use of digital learning tools and technologies” (p. 2). Although this book is a recent publication, some of its technology discussions could already be considered out of date, and the editors acknowledge this. However, the need for an accessible and innovative guide to digital learning is more important than ever as “staff at all levels in higher education and elsewhere are now expected to know not just about core digital learning platforms and tools but also about a range of ethical, pedagogical, ideological, and strategic issues” (p. 2). The book provides a thorough examination of these issues, offering practical guidance on addressing learner needs within an ever-evolving digital landscape, as well as case studies and checklists that will be of interest to education professionals and developers of digital learning tools.

Divided into three sections, the book includes contributions from different continents, though primarily in an Anglophone and Global North context. Section I: Technology tackles essential technology platforms and tools and the larger context of trends in digital learning. The overall tone of this section is refreshingly succinct, honest, and even humorous as authors demystify artificial intelligence, big data, learning management systems, and hybrid learning tools. These essays offer broader advice applicable to readers in different institutions and roles. For example, Kerry Pinny’s essay “EdTech-topia: The Land of Abundance and Uncertainty” explores the problematic pressure to jump onto every latest trend and answers a common question: how do we navigate the multitude of choices in digital learning?

Section II: Theory covers the intersectionality of theory and technology, breaking down conceptional and practical approaches to digital learning. Challenges addressed include navigating classroom scale, the impersonality of e-learning, and the overall need for impactful communication. Conversations on forming community and maintaining quality in digital education are explored in depth with many frameworks provided for readers to implement in their own goal setting. Unfortunately, there is a missed opportunity on the topic of accessibility, with only one essay dedicated to the matter. Roisin Garvey and Nicola Marsh’s “Digital Learning and Accessibility” offers a much-needed perspective on the importance of digital accessibility, discussing how “[a]nticipatory, rather than reactive, adjustments are the goal in inclusive teaching and learning design” (p. 197). They provide both targeted and broad recommendations that include valuing daily consistency and clarity, having flexible assessments, and prioritizing student belonging. Including more essays exploring the challenges of meeting the accessibility gap in digital learning could have strengthened the book.

Section III: Praxis concludes with “practice combined with critical reflection, and an analysis of the power structures in which all of our practices are embedded … result in a change not just of practices but also of the structures in which those practices exist” (p. 219). These essays are calls to action to change institutions for the better, pushing back on accepted norms of digital learning that do not always prioritize the needs of human beings. Critical approaches to student well-being, open education, academic integrity, and commodification of instruction are controversial—yet vital—issues discussed in the book. Practical takeaways are situated within big-picture ethical discussions. Each essay in this section is a recommended read.

The book is mostly an easy read, as it breaks down complex technological jargon into more accessible terms and uses diagrams and figures when needed. No assumptions of prior knowledge in digital learning are made. This book serves as a beginner’s guide, building confidence to understand common learning frameworks and technical terminology, and hopefully sparking a greater curiosity to explore further. However, this does not mean the book is without depth. While mostly focused on introducing key aspects of digital learning, it also challenges the status quo by pushing readers to examine popular learning trends, such as Zoom breakout rooms or artificial intelligence, with a more critical eye. The book’s structure allows readers to selectively read the essays that are most applicable to their needs, but its unique content will also engage readers from cover to cover.

How to Use Digital Learning with Confidence and Creativity is an excellent resource for early-career educators, information professionals in academic and corporate learning environments, and those feeling overwhelmed by the rapid pace of technological advancements in education and learning.