Introduction: Technology developments have transformed how people communicate, interact and engage in occupations. Technology use in occupational therapy is identiﬁed throughout professional health care education, professional practice supports, therapies, client education, and within evidence based practice. The relatively new concept of digital literacy has emerged and is deﬁned as the ability to use digital technologies to perform tasks associated with information literacy, evidence based practice, technology applications, and knowledge transfer. Digital literacy research is important because there is a paucity of evidence indicating the level of digital literacy that occupational therapists’ currently hold. Objectives: To determine Australian occupational therapists’ digital literacy levels. To establish what minimum digital literacy levels are required for practice. To identify barriers and enablers occupational therapists experience that impact the development of their digital literacy. Method: Mixed methods parallel design using a cross-sectional descriptive survey. Participants will be electronically recruited in February 2015 from Occupational Therapy Australia and the OT4OT professional networking group along with further snowball sampling. Digital literacy will be evaluated using a peer reviewed survey tool. Results: Data will be collected in March–May of 2015 and will provide further understanding of why occupational therapists have been reported to possess low levels of conﬁdence in utilising professional technologies. Data will be used to establish baseline digital literacy skills and inform future digital literacy interventions. Conclusion: Research on Australian occupational therapists’ digital literacy will contribute to ensuring occupational therapists’ continue to utilise technology throughout their practice.
26th Occupational Therapy Australia (OTA) National Conference and Exhibition: Changes, Challenges, Choices, Melbourne, Australia 1-3 July 2015
Australian Occupational Therapy Journal / Vol. 62, Supplement 1, pp.15