A Framework for Digital Literacy Pedagogy in Library Education

Thesis Abstract

This study investigates the development of a robust digital literacy pedagogy framework for library education to address persistent gaps between emergent digital practices and instructional readiness among LIS practitioners and students. The central problem is the misalignment between rapidly evolving information technologies and traditional library education curricula, which constrains graduates’ ability to design, implement, and assess comprehensive digital literacy programs in diverse information environments. The aim is to formulate a theory-grounded pedagogy framework that integrates digital literacy competencies, instructional design, assessment strategies, and contextual factors shaping library education. Specific objectives are (1) to identify core digital literacy competencies required by contemporary libraries; (2) to examine existing pedagogical approaches and their effectiveness in imparting digital literacy to LIS students; (3) to develop a theoretical framework that synthesizes constructivist and situated learning perspectives with technology acceptance models; (4) to validate the framework through expert reviews and a multi-site pilot in three accredited LIS programs; and (5) to propose scalable assessment rubrics and professional development guidelines for librarians as instructors. The study adopts a mixed-methods design anchored in a pragmatic paradigm. A sequential exploratory approach will begin with a qualitative phase involving 40 in-depth interviews with LIS faculty, practicing librarians, and information technology specialists, followed by 20 focus groups with 180 LIS students across three universities to elicit themes on digital literacy needs, instructional challenges, and perceived outcomes. The second phase comprises a quantitative survey of 320 LIS students and 60 faculty members to measure perceived usefulness, ease of use, and pedagogical readiness, using validated instruments adapted from the Technology Acceptance Model and the Digital Literacy Framework. Data collection instruments include semi-structured interview guides, a student digital literacy assessment instrument, and a faculty self-efficacy questionnaire, all piloted prior to deployment. Validity will be enhanced through triangulation, expert panel review, and pilot testing; reliability will be assessed using Cronbach’s alpha (>0.80) for survey scales and inter-rater reliability for qualitative coding (Cohen’s kappa >0.70). Quantitative data will be analyzed with multiple regression to examine predictors of perceived pedagogical readiness, structural equation modeling to test the fit of the proposed framework, and ANOVA to explore group differences by program type. Qualitative data will undergo thematic analysis using NVivo, with coding validated through member checking and peer debriefing. The convergent mixed-methods synthesis will integrate quantitative results with qualitative insights to refine the framework. Expected findings include (a) a validated set of digital literacy competencies mapped to LIS curricular standards; (b) evidence that a constructivist, situated-learning–oriented pedagogy, augmented by a technology acceptance lens, significantly enhances student engagement and competency acquisition; and (c) practical guidelines for curriculum design, instructional strategies, assessment rubrics, and professional development for librarians. The study contributes to knowledge by operationalizing a theory-driven, context-responsive pedagogy for digital literacy in library education, bridging theory and practice, and providing a scalable model adaptable to varying national and institutional contexts. It will advance LIS education by offering a comprehensive framework that integrates instructional design principles, digital literacy benchmarks, and faculty development components, underpinned by the Theory of Planned Behavior and Social Constructivism. Anticipated recommendations include embedding digital literacy outcomes across LIS core courses, developing repository-based teaching exemplars, and implementing ongoing professional development programs for faculty to sustain pedagogical innovation in digital literacy. The conclusion highlights the necessity of continuous alignment between evolving information technologies and library education curricula, with policy-level support for resources, and calls for longitudinal studies to assess long-term impact on graduate employability and library service quality.