Exploring the Impact of Technology on Information Literacy Skills in Academic Libraries

Thesis Abstract

Abstract
This thesis investigates the impact of technology on information literacy skills within the context of academic libraries. The rapid advancement of technology has transformed the way information is accessed, evaluated, and utilized, presenting both opportunities and challenges for information literacy education. This study aims to explore how technological developments influence information literacy skills among library users and how academic libraries can adapt to these changes to support effective information literacy instruction. The research begins with a comprehensive review of the literature on information literacy, technology in libraries, and the intersection between the two fields. By examining existing studies and theoretical frameworks, this study seeks to identify key factors that shape information literacy practices in the digital age. The literature review also explores the role of academic libraries in promoting information literacy and the potential impact of technology on teaching and learning in this context. The methodology chapter outlines the research design and data collection methods employed in this study. A mixed-methods approach is utilized, combining qualitative and quantitative data to provide a holistic understanding of the research topic. Surveys, interviews, and observation techniques are used to gather data from library users, librarians, and other stakeholders in academic libraries. The findings chapter presents the results of the data analysis, highlighting the key themes and patterns that emerged from the research. The study reveals the various ways in which technology influences information literacy skills, including changes in information seeking behavior, digital literacy competencies, and the use of online resources. The findings also shed light on the challenges faced by academic libraries in adapting to technological advancements and integrating information literacy into their services effectively. The discussion chapter critically examines the implications of the research findings and offers recommendations for academic libraries looking to enhance information literacy programs in the digital age. Strategies for leveraging technology to support information literacy instruction and address the evolving needs of library users are discussed. The chapter also considers the role of librarians as educators and advocates for information literacy in an increasingly digital environment. In conclusion, this thesis contributes to the growing body of literature on information literacy and technology in academic libraries. By exploring the impact of technology on information literacy skills, this study provides valuable insights for library practitioners, educators, and researchers seeking to enhance information literacy education in the digital age. The findings of this research underscore the importance of continuous innovation and adaptation in academic libraries to support information literacy development effectively in the digital era.