A Framework for Assessing Digital Literacy in Academic Library Users

Thesis Abstract

The rapid integration of digital technologies into academic environments necessitates a systematic evaluation of digital literacy among university library users to ensure effective information access and utilization. Despite increasing digital resource availability, there remains a significant disparity in users' ability to competently navigate, evaluate, and employ digital information tools, which hampers optimal library service delivery. This study aims to develop a comprehensive conceptual framework for assessing digital literacy levels of academic library users, with specific objectives to identify key digital literacy components, establish relationships among these components, and formulate an assessment tool grounded in empirical evidence. The research adopts a mixed-methods design, comprising qualitative and quantitative approaches to capture both the nuanced understanding of digital literacy and measurable data for validation. The population encompasses undergraduate and postgraduate students, as well as academic staff within a major research university, totaling approximately 25,000 library users. A stratified random sampling technique selects 600 participants, ensuring proportional representation across user categories and academic disciplines. Data collection instruments include a structured digital literacy questionnaire, validated through a pilot study and expert review for content validity, and semi-structured interview guides for qualitative insights. The quantitative data will be analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM) to validate the proposed framework and determine the strength of relationships among identified components. Thematic analysis will be employed to interpret interview transcripts, providing contextual understanding to complement quantitative findings. The anticipated major findings include a validated digital literacy framework comprising core dimensions such as information searching skills, evaluation of digital sources, ethical use of digital content, and technological proficiency. It is expected that the analysis will reveal significant correlations among these components, with higher digital literacy levels positively impacting users’ overall engagement with library resources and services. The study also anticipates identifying demographic factors like age, educational level, and digital device ownership as significant predictors of digital literacy competence among users. This research contributes to scholarly understanding by providing an empirically grounded, multidimensional model of digital literacy tailored to academic library contexts. It extends existing theories, such as the Digital Literacy Framework proposed by Hague and Payton (2010), by integrating empirical validation and contextual adaptation specific to university environments. Moreover, it offers a validated assessment tool that can be employed by library administrators to identify user needs, tailor instructional programs, and inform digital resource development. The study concludes that a structured framework for assessing digital literacy can significantly enhance library service planning and user support strategies. It recommends integrating digital literacy assessment into library orientation sessions, incorporating targeted training modules, and continuously updating assessment tools to reflect evolving digital skills requirements. Additionally, the study advocates for further research to adapt and test the framework across different institutional contexts and among diverse user populations, thereby promoting a culture of lifelong digital competency development. Overall, this investigation aims to bridge the gap between digital resource proliferation and user competence, fostering enhanced digital engagement and information literacy in higher education settings.