In an era characterized by the unbiquitous presence of digital technologies,
the integration of digital literacy into education has become imperative. The
implementation of various digital media platforms can help for students literacy in
teaching and learning writing at higher education. This study is aimed to investigate
what kinds of media did the lecturer use in implementing digital literacy for
teaching and learning Academic Writing and the challenges faced by lecturer in
implementing digital literacy for teaching and learning Academic Writing. The
research methodology involves narrative inquiry including interview guideline.
The data were taken at Antasari State Islamic University Banjarmasin which one
of the lecturer who teach writing as participant. Detailed data results from in-depth
interviews and analyzed using narrative analysis. The findings reveal that the
lecturer used various digital resources and platforms such as WhatsApp, Google
Site, Microsoft Office, and ChatGPT to support students’ literacy and facilitate
teaching and learning activities in accordance with the stages of Academic Writing.
Despite the integration of various digital media, the lecturer encounter challenges
when teaching Academic Writing. These challenges include: students struggle due
to standard and scientific English in sources (1), students distracted that reading
and writing English are harder (2), overusing chatbots makes undermines students
original writing (3), students still procrastinate despite varied media and deadlines
(4), network usage is still unstable in some places (5), and students hesitate to share
thoughts due to fear of being wrong (6)