A Framework for Enhancing Digital Literacy in Library Science Education

Thesis Abstract

In an era characterized by rapid technological advancements and pervasive digital information flows, the integration of digital literacy into library science education has become imperative for preparing future information professionals to effectively serve diverse user populations. Despite the recognized importance, current library science curricula often lack comprehensive frameworks to systematically enhance students’ digital competencies, resulting in a gap between theoretical knowledge and practical skills required in contemporary information environments. This study aims to develop a robust, contextually relevant framework for augmenting digital literacy among library science students, thereby improving their capacity to navigate, evaluate, and utilize digital resources efficiently. The primary objectives include identifying core digital literacy competencies necessary for library professionals, examining existing curricular approaches, and constructing a multidimensional framework that incorporates pedagogical strategies, technological tools, and assessment mechanisms. To achieve these objectives, a mixed-methods research design was employed, integrating qualitative exploratory phases with quantitative validation. The qualitative component involved semi-structured interviews with 15 curriculum developers, 30 practicing librarians, and 60 senior library science students from five accredited institutions, aimed at capturing experiential insights and perceived skill gaps. The quantitative phase comprised a structured survey administered to a stratified random sample of 400 library science students, selected to ensure representation across academic year levels and institutional types. Data collection instruments included interview guides, validated digital literacy assessment questionnaires, and curriculum review checklists. The validity of instruments was established through expert reviews and pilot testing, while reliability was confirmed via Cronbach’s alpha coefficients exceeding 0.85. Quantitative data were analyzed using descriptive statistics, exploratory factor analysis to identify key digital literacy dimensions, and multiple regression analysis to determine predictors of digital literacy proficiency. Qualitative data underwent thematic analysis based on Braun and Clarke’s framework, facilitating triangulation of findings and deepening understanding of contextual factors influencing curriculum design. The study expects to identify several core digital literacy components, including information evaluation, digital communication, data management, and ethical use of digital resources, which will underpin the proposed framework. The framework itself integrates curriculum modules, active learning strategies, technological tools (such as virtual labs and digital resource repositories), and formative assessment techniques tailored to various learning contexts. The findings are anticipated to demonstrate significant correlations between specific pedagogical approaches and digital literacy outcomes, thereby providing evidence-based recommendations for curriculum reform and instructional design. This research contributes to knowledge by offering a theoretically grounded, empirically validated framework that addresses the pressing need for structured digital literacy training in library science education. It synthesizes insights from the Technological Pedagogical Content Knowledge (TPACK) model and the Digital Competence Framework, adapting these to the specific context of library education. The proposed model aims to serve as a guideline for educators, curriculum developers, and policymakers seeking to enhance digital literacy among future librarians. The main conclusion emphasizes the critical role of integrating multidimensional digital competencies into existing curricula through innovative instructional strategies. The study recommends the adoption of the developed framework across institutions, ongoing professional development for educators, and further research to evaluate the framework’s longitudinal impacts. Future studies may explore the integration of emerging technologies such as artificial intelligence and data analytics within digital literacy training, extending the applicability of the framework in an evolving digital landscape. The comprehensive findings and practical recommendations of this research are expected to significantly advance library science education and support the development of information professionals equipped for the digital age.