This presentation explores the practical and pedagogical impact of VEVOX as a digital engagement tool, grounded in practitioner experience. Set within the context of a ‘Law & Social Change’ module, the presentation reflects on how VEVOX transformed a low-interaction classroom into a dynamic and participatory learning space.

The module examines how social values shape legal reform. This year, the students chose two socially and politically charged topics – the stereotype of the Constitutional Irish woman and the 2024 referendum, and the ongoing reform of Ireland’s drug laws. Despite the provocative content and a student-led design, initial engagement was limited. This prompted the search for digital technology which came in the form of VEVOX, integrated to encourage broader participation.

The presentation outlines how features such as word clouds and priority rankings were used to facilitate a classroom based citizen’s assembly. It then considers three key contributions of VEVOX to the teaching and learning environment: anonymity, which reduces social risks and legitimises dissent, being heard, which amplifies the literal and figurative quieter voices, and data recording, which supports analysis for both the students and the lecturers.

Abstract

This research is situated within the Irish tertiary educational space, between Higher Education (HE) and Further Education & Training (FET). The higher education organisation within this research is the Literacy Development Centre (LDC) – South-East Technological University (SETU) and the further education organisation is the Longford Westmeath Education Training Board (LWETB). This study focused on the provision of a 30 Credit NFQ Level 6 qualification entitled Certificate in Adult Literacy Studies. The findings of this research presented a unique 360 degree view of experiences of the blended delivery of this curriculum programme. Voices reported include all stakeholders, specifically the people who logistically managed the programme from both the HE and FE perspectives, the lecturers and the students. It is important to note that the students on this programme are tutors within LWETB. The research focuses specifically on the opportunities, the positives, the challenges and the lessons learned for all of the research participants involved in delivering this programme within this tertiary space. The impact of this type of academic delivery upon the students and other respective organisational stakeholders from both the HE and the FE perspectives is also explored.

Libraries have always been at the center of information literacy and literacy development. By extension it is fitting that they play a central role in helping staff, students and researchers when it comes to the impact of artificial intelligence (AI) in finding, using, and managing information. While AI is not new, in more recent years academic libraries have seen enormous developments with its ability and technology, and it has become more widely available for staff and students to use. A key consideration for academic libraries is how AI integration is profoundly impacting search and discovery mechanisms in library databases. This paper will present an overview of the implications of AI for academic libraries. It will focus on how it is influencing students when finding, using, and managing information and will also outline in practical terms what approaches are being taken by academic libraries. It will consider how academic libraries can increase AI literacy and the opportunities that it brings .