Three students and a librarian are discussing holding digital literacy workshops. Jack (Student) I really think we need more digital literacy training. A lot of students, myself included, struggle with things like evaluating online sources or using research databases efficiently. Workshops on these topics could really boost our academic skills and confidence. Olivia (Student) I see your point, Jack, but I wonder if students would actually attend. Everyone's already juggling assignments, part time jobs, and clubs. I'm not sure people would prioritise something like this unless they already felt behind. Mr. Reynolds (Librarian) That's a fair concern. From the library's side, we completely support promoting digital skills, but we're also stretched thin on staff hours and equipment. Even organising a few sessions would require training our team and ensuring we have enough laptops or labs booked at the right times. Jack (Student) What if we start by surveying students to gauge interest? We could list potential workshop topics like data privacy, academic search strategies, or spreadsheet basics and see which ones students find most relevant. That way we don't waste time preparing sessions no one attends. Olivia (Student) Yes, and maybe we limit the pilot to just two or three sessions on the most popular topics. That would make it easier to schedule and promote. If the feedback's positive, it could build momentum for more in the future. Mr. Reynolds (Librarian) That would help with planning. I'd need to look at resource availability and check when our teaching staff can commit to running these sessions. We'd also have to be mindful of scheduling avoiding exam weeks, for example, and finding a consistent time slot that works. Jack (Student) Absolutely. We can even run the first workshops at the start of the next term when people are settling into their routines and not yet overwhelmed. And I'd be happy to help promote them through class reps and social media channels. Olivia (Student) If we include quick feedback forms at the end of each session, we'll get a clearer idea of whether students found them useful. That data could justify expanding the programme or adapting the topics based on what people want to learn. Mr. Reynolds (Librarian) Agreed. Let's go ahead with a trial: two or three workshops focused on high interest topics identified from the survey. We'll evaluate student turnout, gather feedback, and if it shows clear value, we can explore options for dedicating more staff and resources to expand the programme.