Assessing the Impact of Digital Literacy Programs on Academic Library Users' Information Skills

Thesis Abstract

The rapid proliferation of digital technologies within academic environments necessitates an evaluation of how digital literacy programs influence students' and faculty members' information skills essential for effective research and academic productivity. Despite increased investments in digital literacy initiatives by university libraries, empirical evidence on their actual impact remains limited, thereby constraining informed decision-making and the development of targeted interventions. This study aims to assess the impact of digital literacy programs on academic library users’ information skills, with specific objectives of measuring digital literacy levels pre- and post-training, identifying skills most affected by participation, and exploring user perceptions of program efficacy. Employing a mixed-methods research design, the study integrates quantitative approaches—primarily quasi-experimental pretest-posttest surveys complemented by structured questionnaires—and qualitative methods, including focus group discussions and in-depth interviews. The population comprises all postgraduate students and academic staff at a large research university with active digital literacy initiatives, totaling approximately 15,000 library users. A stratified random sampling technique was employed to select a sample size of 400 participants for the quantitative phase, ensuring representation across faculties and user types, while purposive sampling identified 20 participants for qualitative interviews to enrich contextual understanding. Data collection instruments included a validated digital literacy skills assessment tool, tailored to measure competencies such as database searching, evaluating information credibility, citation management, and digital safety, alongside semi-structured interview guides. The instruments' validity and reliability were established through expert reviews and pilot testing, yielding Cronbach’s alpha coefficients exceeding 0.80. Quantitative data were analyzed using descriptive statistics, paired t-tests to compare pre- and post-intervention scores, and multiple regression analysis to determine predictors of improved skills. Qualitative data were subjected to thematic analysis following Braun and Clarke's methodology, allowing identification of recurring themes related to participant perceptions and experiences. Expected key findings suggest a statistically significant improvement in users' digital literacy skills post-intervention, with database searching and information evaluation showing the most pronounced gains. Regression analyses are anticipated to indicate that variables such as prior digital proficiency, frequency of library use, and academic discipline significantly influence the magnitude of skill enhancement. Qualitative insights are expected to reveal increased user confidence, perceived relevance of skills, and suggestions for program enhancement, thereby providing a comprehensive understanding of the programs’ perceived value and areas for improvement. This research contributes to knowledge by empirically establishing the extent to which digital literacy programs translate into measurable skill gains among diverse academic user groups, thereby filling a gap in the existing literature that often relies on qualitative assessments or lacks impact evaluations. The study also offers a conceptual framework grounded in the Theory of Planned Behavior and the Digital Literacy Framework, which elucidates the behavioral and cognitive dimensions influencing skill acquisition. In conclusion, the findings are expected to affirm the positive impact of structured digital literacy programs in higher education settings and propose actionable recommendations for university libraries to optimize program design and delivery. These include integrating continuous assessment mechanisms, tailoring content to specific user needs, and fostering a culture of lifelong digital competence development. The study advocates for policy enhancements that embed digital literacy as a central component of academic support services, thereby strengthening the overall research capacity and digital fluency of university communities.