Design and evaluation of a digital library literacy program for community patrons

Thesis Abstract

Digital inclusion remains uneven in urban communities, with libraries often serving as the primary access point to online information yet frequently lacking formal programs to build patrons’ digital literacy skills. This study addresses the problem of digital literacy gaps among community patrons who rely on public libraries for information access, training, and online services. The aim is to design, implement, and evaluate a digitally focused literacy program that enhances patrons’ competencies in searching, evaluating, and using online resources, while fostering confidence and sustained engagement with library services. Specific objectives are (1) to assess baseline digital literacy levels and patterns of library use among diverse patrons; (2) to design a structured program comprising four modules—digital navigation, information evaluation, online safety and privacy, and digital content creation—tailored to varying literacy levels and languages; (3) to pilot the program with 12 facilitator-led sessions in three branch libraries and deliver a complementary online resource hub; (4) to evaluate outcomes using a mixed-methods approach, measuring changes in digital literacy scores, self-efficacy, and usage metrics; (5) to examine implementation processes, facilitators, and barriers to scalability and sustainability; and (6) to generate evidence-based recommendations for policy and practice in public library settings. The research adopts a concurrent mixed-methods design underpinned by the Technology Acceptance Model (TAM) and the Digital Literacy Framework, incorporating constructivist and pragmatist epistemologies. The population comprises adult library patrons aged 18–75 visiting three district library branches in a metropolitan context with diverse socio-economic backgrounds. A stratified random sample of 360 patrons will be recruited, with 120 participants per branch, supplemented by purposive sampling of 20 librarians and 6 program facilitators for qualitative insights. Data collection instruments include a validated Digital Literacy Assessment Instrument (DLAI) administered at pretest, immediate posttest, and a three-month follow-up; a Library Use and Attitudes Survey (LUAS) to capture engagement and perceived usefulness; semi-structured interviews with 24 participants (8 per branch) and 6 focus groups with staff to explore implementation experiences; and program analytics encompassing attendance, module completion rates, and online hub interactions. Validity and reliability will be ensured through pilot testing of instruments, triangulation across quantitative and qualitative data, and inter-rater reliability checks for qualitative coding. Data analysis will integrate quantitative and qualitative procedures. Descriptive statistics will profile the sample and intervention exposure, followed by repeated-measures ANOVA to detect changes in digital literacy scores across time and between branches. Multiple regression analyses will examine predictors of post-intervention gains, including baseline literacy, educational attainment, age, and prior library use. Qualitative data will be analyzed thematically using an inductive approach, with coding conducted in NVivo and triangulated against quantitative results to illuminate mechanisms of learning, contextual influences, and stakeholder perspectives. A cross-case synthesis will compare implementation fidelity and outcomes across branches. An operational model will be developed to specify the relationships among program components, user engagement, and literacy outcomes, informed by the theoretical framing of TAM and the Digital Literacy Framework. Key expected findings include statistically significant improvements in digital literacy scores and self-efficacy post-intervention, higher engagement among patrons with lower initial proficiency, and positive shifts in attitudes toward library services. Qualitative insights are anticipated to reveal critical factors influencing adoption, such as facilitator effectiveness, language accessibility, session pacing, and the availability of supportive online resources. The study will contribute to knowledge by offering a rigorous, transferable design for community-based digital literacy programs in public libraries, detailing effective modules, implementation strategies, and an evaluation framework adaptable to different locales. It will inform policy and practice by demonstrating scalable models for training librarians, designing inclusive curricula, and leveraging online hubs to sustain digital literacy gains. The main conclusion is that a structured, facilitator-led digital literacy program, anchored in TAM and the Digital Literacy Framework, can produce meaningful and enduring improvements in community patrons’ online competency and library engagement. Recommendations include adopting iterative program design with multilingual materials, investing in facilitator training and ongoing support, embedding evaluative dashboards within library systems, and exploring partnerships with community organizations to broaden reach and sustainability.