A Cross-Sectional Study of Digital Literacy in Public Libraries Worldwide

Thesis Abstract

This study addresses the global disparity in digital literacy within public library services and investigates how public libraries in diverse socio-economic contexts support patrons’ competences in navigating digital information, using digital literacy as a core service outcome. The aim is to assess prevalence, determinants, and organizational practices associated with digital literacy support across public libraries worldwide, with specific objectives to (1) measure patrons’ digital literacy levels and library staff confidence in delivering digital literacy instruction, (2) examine associations between library resources, staff training, and digital literacy outcomes, (3) compare governance and policy environments shaping digital literacy initiatives, (4) identify best practices and contextual constraints in different regions, and (5) develop a cross-context framework for scalable digital literacy interventions. Theoretical guidance draws on the Capability Approach (Sen) to frame access to digital resources as a function of substantive freedoms, and the Technology Acceptance Model (TAM) to elucidate staff and patron adoption of digital literacy programs. A mixed-methods, cross-sectional design will be employed. The quantitative phase will survey 1,200 library patrons and 400 library staff across 60 public libraries in North America, Europe, Africa, Asia, and Latin America, using validated instruments to assess patrons’ digital skills (e.g., ICT proficiency, information literacy, and e-skills) and staff self-efficacy in delivering instruction. The qualitative phase will include 40 in-depth interviews with library managers and 20 focus groups with patrons to explore contextual factors, program design, and perceived barriers. Data collection instruments will be piloted prior to deployment, with reliability estimates targeted at Cronbach’s alpha ?0.70 for scales and inter-rater reliability (Kappa) ?0.60 for qualitative coding. Descriptive statistics will profile digital literacy levels and program characteristics; inferential analyses will employ hierarchical linear modeling to assess nest-level effects of library resources and staff training on patron outcomes, complemented by multiple regression to identify key predictors. Thematic analysis will be applied to interview and focus group transcripts, and a cross-case synthesis will compare regional implementations. Anticipated findings include significant regional variations in digital literacy outcomes linked to resource allocation, staff professional development intensity, and policy support; positive associations between structured digital literacy curricula and patron self-efficacy and information literacy test scores; and evidence that governance clarity and community partnerships enhance program reach. The study will contribute to knowledge by providing an empirically grounded, globally comparative framework for digital literacy in public libraries, integrating Capability Approach insights with practical TAM-based determinants to illuminate how libraries empower diverse patrons in digital environments. The findings will inform policymakers, library administrators, and educators about scalable models, investment priorities, and context-sensitive program designs to improve digital inclusion. In conclusion, the research is expected to demonstrate that tailored training for staff, robust digital resource ecosystems, and clear institutional support significantly advance patron digital literacy across heterogeneous settings. Recommendations will emphasize (a) adopting standardized digital literacy assessment tools and reporting metrics, (b) investing in continuous staff development and community partnerships, (c) developing context-aware curricula aligned with local digital ecosystems, and (d) establishing cross-national knowledge exchange platforms to disseminate best practices and facilitate collective progress toward universal digital literacy in public libraries.