Comparative Analysis of Digital Literacy Skills Among University Students in Public and Private Libraries

Thesis Abstract

The rapid proliferation of digital technologies has transformed information access and literacy paradigms within higher education, underscoring the necessity for robust digital literacy skills among university students to effectively utilize library resources. However, disparities in digital literacy competencies between users of public and private university libraries remain underexplored, potentially impacting academic success and information equity. This study aims to conduct a comparative analysis of digital literacy skills among university students who predominantly utilize public versus private university libraries, with the objective of identifying significant differences, determinants, and contextual factors influencing these competencies. Employing a cross-sectional survey research design, the study targeted a population of undergraduate students enrolled in public and private universities within a metropolitan region. A stratified random sampling technique was used to select a total of 500 students—250 from public and 250 from private university libraries—ensuring proportional representation across faculties and years of study. Data collection was conducted through a structured questionnaire comprising validated scales measuring digital literacy skills, technological familiarity, and frequency of library usage. The instrument's validity was established through expert review, and reliability was confirmed via Cronbach’s alpha coefficient exceeding 0.85. Supplementary qualitative data were gathered through focus group discussions to contextualize quantitative findings. Data were analyzed utilizing a combination of descriptive statistics, inferential tests, and multivariate techniques. Independent samples t-tests and ANOVA were employed to compare the mean digital literacy scores across the two groups, while multiple regression analysis identified key predictors of digital literacy, including variables such as frequency of library use, prior digital training, and access to technological devices. Thematic analysis was performed on qualitative data to extract contextual insights into students’ perceptions and experiences related to digital skill development in different library settings. It is anticipated that the findings will reveal statistically significant differences in digital literacy skills, with students from private university libraries exhibiting higher mean scores compared to their counterparts in public institutions. Factors such as access to advanced technological resources, targeted digital literacy training programs, and institutional support are expected to be substantial determinants of these disparities. Furthermore, qualitative insights are likely to emphasize the role of library environment and user engagement in fostering digital competencies. This research contributes to existing literature by providing an empirical comparison of digital literacy levels across different library contexts, thereby highlighting institutional factors that influence digital skill acquisition among university students. The study complements the theoretical framework of the Technological Pedagogical Content Knowledge (TPACK) model by examining how institutional support mechanisms facilitate or hinder digital literacy development. Additionally, it offers a nuanced understanding grounded in socio-technical theory, emphasizing the interplay between user behaviors and technological infrastructure. The study concludes with recommendations for policymakers, library administrators, and educators to develop targeted interventions aimed at bridging digital literacy gaps. These include implementing comprehensive digital literacy training modules, enhancing technological infrastructure, and fostering an environment conducive to active digital engagement. Future research should explore longitudinal designs to assess the impact of such interventions over time and extend the scope to include postgraduate students and other tertiary institutions to generalize findings further. Overall, this study underscores the importance of equitable access and tailored support systems in cultivating digital competencies critical for academic success in contemporary higher education environments.