Assessing the Impact of Digital Literacy on Academic Library Usage among Undergraduate Students

Thesis Abstract

In an era characterized by rapid technological advancement and pervasive digital environments, the ability of undergraduate students to effectively navigate digital tools and resources has become pivotal to academic success and research productivity. Despite extensive investments in library facilities and digital infrastructure, recent anecdotal evidence suggests a persistent gap between students’ digital literacy levels and their utilization of academic library resources, potentially impairing both research outcomes and information literacy development. This study aims to empirically assess the impact of digital literacy on academic library usage among undergraduate students in public universities, with specific objectives of measuring students’ digital literacy levels, examining patterns of library resource utilization, and identifying key factors influencing the relationship between digital competence and library engagement. Employing a descriptive and correlational research design, the study integrates quantitative and qualitative methodologies to capture comprehensive insights into student behaviors and perceptions. The population comprises 3,000 undergraduate students enrolled across three major public universities, from which a stratified random sample of 600 students was selected to ensure representation across faculties and year groups. Data collection was conducted through a structured questionnaire assessing digital literacy skills, frequency and purpose of library resource use, and perceived barriers to usage, supplemented by focus group discussions to contextualize quantitative findings. The digital literacy instrument was adapted from the Digital Competence Framework for Citizens (DigComp 2.1), while library usage patterns were measured through usage logs and self-reported behavior. The reliability and validity of the instruments were established through Cronbach’s alpha coefficients exceeding 0.85 and pilot testing with 60 students. Quantitative data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis via SPSS version 27 to determine the influence of digital literacy on library utilization, controlling for demographic variables. The qualitative data were subjected to thematic analysis with NVivo 12 to identify recurring themes regarding students’ experiences and challenges in engaging with digital library resources. The anticipated findings suggest a positive and statistically significant relationship between higher levels of digital literacy and increased frequency of academic library resource use. It is expected that digital literacy will significantly predict library engagement (p < 0.01), with particular emphasis on skills related to online research, information evaluation, and digital resource navigation. The study also anticipates uncovering structural and individual barriers, such as limited access to digital devices or inadequate training, which hinder optimal utilization of library resources despite high digital competence. These findings will contribute novel empirical evidence to the growing discourse on information literacy and digital competence as drivers of academic resource engagement in higher education settings. The study advances the knowledge frontier by elucidating the specific ways in which digital literacy influences library behaviors, thereby emphasizing the need for targeted interventions in digital skills training within university curricula. It recommends that university librarians and policymakers prioritize digital literacy Enhancement programs, integrated into orientation and ongoing academic development activities, to bridge the digital divide and foster more active library engagement. Furthermore, the research advocates for infrastructural upgrades to facilitate seamless access to digital resources and proposes the development of tailored digital literacy assessment tools for continuous monitoring. In conclusion, this study underscores that enhancing digital literacy among undergraduates is fundamental to maximizing the utility of academic library resources, ultimately supporting academic achievement and lifelong learning. It encourages universities to adopt holistic digital competence strategies and reinforce library-user education as integral components of the broader digital transformation agenda. Future research could explore longitudinal effects of digital literacy interventions or incorporate technological advancements such as artificial intelligence-based personalized learning tools to further deepen understanding of digital literacy’s role in academic library utilization.