These data were generated from Professional Doctorate research set within two UK universities that explored how university lecturers construct their knowledge of information and digital literacy. Workshops were convened with an expert group of librarians, learning technologists, and lecturers with the aim of forming a multi-professional understanding of the digital competencies relevant to university lecturers through an information literacy lens. Workshop materials and completed worksheets are included in the dataset. A further interview phase of the research was conducted with eight lecturers. Pseudonymised interview transcripts are provided along with codes I generated from the data.Utilising a contextual constructionism methodology (Nichols, 2015), my Professional Doctorate research aimed to explore the competencies that university lecturers require to be digitally competent. I began by investigating how digital competence is associated to information literacy, as related to university lecturers, by using a framework as a lens. I then convened workshops with an expert group of librarians, learning technologists, and lecturers, key stakeholders in information and digital literacy, and curricula and lecturer development. The workshops aimed to form a multi-professional understanding of the digital competencies relevant to university lecturers through an information literacy lens. To further my understanding of how university lecturers construct their knowledge of information and digital literacy, I undertook in-depth interviews with eight lecturers with the aim of better understanding the workshop data. Using a thematic analysis method, I concluded that lecturer construction of digital competence is still at an embryonic stage. Most lecturers struggled with the language of digital competence and information literacy as described in frameworks.

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