Abstract
In the fall semester of the 2016 academic year, I conducted a semester-long self study investigating students’ perceptions of the efficacy of an integrated Digital Literacy Workshop (DLW) scaffolding model. The participants were 23 students enrolled in one section of English 5 Accelerated Academic Literacies at Sacramento State University. In addition to analyzing students’ reflective writing and their processes towards completing their research documentaries, I collected data via three surveys and through my own observations. Overall, my research found that although student confidence improved across all three DLWs, perceptions of each workshops’ efficacy were influenced by software selection and the workshops’ structure.