Comparative Analysis of Digital Literacy Skills in Academic Library Users Across Universities

Thesis Abstract

The rapid proliferation of digital resources in academic environments necessitates a critical examination of digital literacy skills among university library users to ensure effective utilization of available information services. Despite widespread acknowledgment of digital literacy as a fundamental competency for academic success, there remains limited empirical evidence comparing these skills across multiple universities, revealing a significant knowledge gap. This study aims to conduct a comparative analysis of digital literacy skills among undergraduate and postgraduate students across three leading universities within the country, with specific objectives to assess the levels of digital literacy, identify key factors influencing digital competence, and evaluate the relationship between digital literacy and academic performance. The research adopts a mixed-methods approach, integrating quantitative and qualitative data collection strategies. The quantitative component employs a cross-sectional survey design, targeting a stratified random sample of 600 students (200 from each university) selected through stratified sampling to ensure representation across faculties and academic levels. Data collection instruments include a validated Digital Literacy Skills Questionnaire derived from the European Digital Competence Framework and supplemented with observational checklists administered during students' library visits. Qualitative data are obtained through focus group discussions with 30 students (10 per university), purposively sampled for diversity in academic disciplines and year of study, to explore contextual factors influencing digital literacy. Data analysis will involve descriptive statistics to profile digital literacy levels, inferential techniques such as Analysis of Variance (ANOVA) to compare levels across universities, and multiple regression analysis to identify predictors of digital literacy skills. The qualitative data from focus groups will be analyzed thematically based on Braun and Clarke’s framework, with coding focusing on perceptions of digital competence, barriers, and support mechanisms. The study is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and the Digital Competence Framework for Citizens, providing theoretical lenses to interpret findings within broader digital literacy models. Expected findings suggest significant variations in digital literacy skills among students across the universities, influenced by factors such as access to digital resources, prior digital training, and socio-economic background. It is anticipated that higher digital literacy levels will correlate positively with academic performance, indicating a substantial role of digital competence in academic achievement. The study will reveal specific areas where digital literacy is deficient, such as information evaluation and digital security practices, guiding targeted interventions. This research contributes novel insights into the comparative digital literacy landscape within higher education institutions, highlighting best practices and areas for strategic improvement. The findings will inform university administrators and policymakers in designing tailored digital literacy enhancement programs, integrating they into library services and academic support frameworks. Furthermore, the study enriches theoretical understanding by empirically validating the applicability of the TPACK and Digital Competence Frameworks in the context of academic library users. The main conclusion underscores the urgent need for universities to adopt comprehensive digital literacy training embedded within academic programs and library orientations, fostering equitable access to digital competencies. Recommendations include developing standardized digital literacy curricula across universities, leveraging library instruction programs, and implementing continuous assessment mechanisms to monitor progress. Future research should explore longitudinal effects of digital literacy interventions and extend comparative analyses to include diverse higher education contexts, aimed at fostering resilient, digitally competent student communities capable of thriving in increasingly digital academic landscapes.