During the current period of home-based self-isolation, those without the ability to effectively and affordably access and use digital technologies will find it immediately and increasingly difficult to participate in contemporary economic, social, cultural and civic life.

In addressing key considerations and making decisions, tertiary education providers should continue to act in the best interests of, and minimise adverse impacts to students, while maintaining the quality of learning.

This article asks whether Australian school students are sufficiently digitally literate and confident to effectively transition to online learning and whether teachers have demonstrated the capacity to use digital technologies in their teaching and learning practice to facilitate this transition.

This paper serves as an introduction to Ithaka S+R's methodological approach, walks through the phases of work in the Community College Libraries & Academic Support for Student Success (CCLASSS) project to illustrate in practice the steps involved, and suggests how others can adapt this process for their own context.

In the past few years, online learning has emerged as an increasingly important method for universities to provide course content. However, the increase in online learning environments has not be designed to include all students and accessibility is a growing concern.