Assessing Digital Literacy Initiatives in Public Libraries: A City Case Study

Thesis Abstract

Digital literacy has emerged as a critical public service in urban information ecosystems, yet public libraries often face uneven implementation of initiatives that bridge digital divides among diverse city residents. This study investigates how digital literacy initiatives in urban public libraries are planned, delivered, and perceived, identifying factors that influence uptake, effectiveness, and sustainability. The aim is to evaluate the reach, quality, and impact of library-based digital-literacy programs within a mid-sized metropolitan context, with specific objectives to (1) map the portfolio of digital-literacy offerings across the city’s public libraries; (2) assess accessibility, inclusivity, and user engagement among different demographic groups; (3) evaluate program quality, facilitator competencies, and resource adequacy; (4) examine outcomes related to digital confidence, skills, and subsequent information-seeking behavior; and (5) formulate evidence-based recommendations for policy and practice. A mixed-methods sequential design anchors the inquiry in a pragmatic approach aligned with diffusion of innovations and social practice theories. The study population comprises all adult library users and staff from the city’s ten branch libraries, with a target sample of 400 library users recruited through systematic sampling at selected programs and 60 library staff members interviewed purposively to capture frontline experiences. Data collection employed a structured survey instrument for users, capturing demographics, digital literacy levels, program participation, self-efficacy, and information-seeking behavior, complemented by in-depth semi-structured interviews with library staff, program coordinators, and city library executives. Instrument validity was established through expert review and pilot testing (n=40 users), while reliability was assessed via Cronbach’s alpha (? > 0.80 for core scales). Additional program observations and document analysis of library annual reports and curricula provided triangulation. For analysis, quantitative data were analyzed using descriptive statistics, multiple regression to identify predictors of program engagement and skill gains, and ANOVA to test differences across library branches and demographic groups. Qualitative data underwent thematic analysis following Braun and Clarke’s framework, with coding conducted by two independent researchers and discrepancies resolved through consensus. A convergent parallel design facilitated integration of quantitative and qualitative results in a joint interpretation. Expected findings include (i) a heterogeneous landscape of digital-literacy offerings with notable gaps in advanced analytics, accessibility for older adults, and language-diverse user segments; (ii) positive associations between facilitator certification, program duration, and measured skill gains, moderated by user prior digital experience; (iii) higher engagement and perceived impact in programs embedded within community partnerships and ongoing mentorship, and lower uptake where scheduling and transport barriers persist; (iv) evidence that self-efficacy partially mediates the relationship between participation and improved digital-information-seeking behavior; and (v) contextual differences among branches driven by local governance, funding, and community needs. The study contributes to knowledge by providing a comprehensive, empirically grounded assessment of urban public libraries as active agents in digital inclusion, clarifying determinants of successful program design, and offering a transferable framework for evaluating library digital-literacy initiatives in similar city contexts. The integrated model linking program characteristics, user engagement, and outcomes extends existing theories of diffusion of innovations and social practice by foregrounding institutional capacity, community partnership dynamics, and user-centric evaluation metrics. Policy and practice implications underscore the need for standardized curricula, expanded multilingual resources, targeted outreach to underserved groups, ongoing facilitator professional development, and sustainable funding models to ensure scalable, high-quality digital-literacy provision across municipal libraries. The study concludes that well-structured, inclusive, and formally evaluated digital-literacy initiatives can meaningfully enhance residents’ digital competencies and information resilience, with scalable benefits for educational attainment, civic participation, and economic opportunity. Recommendations include adopting a city-wide digital-literacy manifesto, establishing cross-branch mentoring networks, implementing continuous impact monitoring with dashboards, and fostering collaboration with local schools and community organizations to extend reach and relevance.