Abstract
The relevance of the study is due to the global digitalization and search for tools and practices fostering the process of doctoral students` training for independent quality research using the full range of available digital tools. Digital skills require continuous improvement. Thus, this article is aimed at identifying the possibilities of using mentoring for digital literacy development of British PhDs. Using comparison and terminological analysis the research considers the changing phenomenon of mentoring under the influence of information and digital transformations, identifies important digital skills being developed by doctoral students in the process of mastering the programs offered by UK university libraries. It is also justified that today librarians serve as mentors and can effectively develop digital literacy of doctoral students. The materials are valuable for doctoral students, teachers, mentors, academic librarians who provide professional development programs for researchers working with digital research tools.
Highlights
Educational systems worldwide are dramatically changing both in relation to the structural, content and organizational requirements to the educational process and its methodological and methodical support
Using comparison and terminological analysis the research considers the changing phenomenon of mentoring under the influence of information and digital transformations, identifies important digital skills being developed by doctoral students in the process of mastering the programs offered by UK university libraries
They are differentiated by the following attributes: intensity, visibility, focus and duration (Chao, 2009, p. 315)
Summary
Educational systems worldwide are dramatically changing both in relation to the structural, content and organizational requirements to the educational process and its methodological and methodical support. Formal education structures in some countries rely heavily on traditional prerequisites and bureaucratic indicators in managing the process of doctoral training and research impact evaluation (Chigisheva, Soltovets & Bondarenko, 2017; Strielkowski & Chigisheva, 2018; Zaitseva et al, 2017). PhD students often find themselves carefully navigated through academic practicalities, while feeling lost in many subtle issues their supervisors have neither time nor possibility to help with. Such academic environment paved the way for new forms of learners’ guidance and fostering non-formal and informal mentorship trajectories. Journal of Social Studies Education Research, 7(2), 75-108
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