A Framework for Integrating Digital Literacy into Library Science Education Curriculum

Thesis Abstract

The rapid evolution of digital technologies and the pervasive integration of information in contemporary society necessitate a urgent reevaluation of library science education to equip future librarians with essential digital literacy competences. Despite the critical importance of digital literacy for effective information management and service delivery within libraries, current curricula often lack comprehensive frameworks that systematically embed digital skills and knowledge across relevant courses. This study aims to develop an evidence-based framework for integrating digital literacy into the library science education curriculum, ensuring that graduates are proficient in digital competencies aligned with industry demands. The specific objectives include (1) identifying core digital literacy skills required for modern librarians, (2) evaluating existing curriculum models for digital literacy integration, (3) exploring faculty perceptions and obstacles to curriculum reform, and (4) designing and validating a contextualized framework tailored to library science programs. Employing a sequential mixed-methods design, the research first utilized a quantitative survey to gather data from a stratified random sample of 150 faculty members across 10 accredited library science programs in the country, using a structured questionnaire validated through pilot testing with a Cronbach’s alpha of 0.87. Descriptive statistics and multiple regression analysis were applied to determine faculty perceptions of digital literacy needs and prevailing gaps in curriculum content. Subsequently, qualitative data were collected through semi-structured interviews with 20 curriculum developers and industry practitioners, with thematic analysis conducted using NVivo 12 software to identify common themes, barriers, and best practices concerning curriculum integration. The expected findings will highlight critical digital literacy competencies required for contemporary librarians and reveal significant gaps in current curricula, alongside faculty-definable barriers such as resource constraints and institutional inertia. The analysis anticipates that robust digital literacy components positively influence the perceived preparedness of graduates for digital information environments. These results will underpin the development of a comprehensive, context-specific framework comprising curricular components, teaching strategies, and assessment methodologies for embedding digital literacy systematically. The framework will be validated through a Delphi process involving 12 experts from academia and the library sector, with iterative revisions based on consensus. This study’s contribution to knowledge lies in providing a theoretically grounded and practically applicable model for curriculum reform in library science education, integrating insights from the Technological Pedagogical Content Knowledge (TPACK) model and the Digital Competence Framework (DigComp). It advances understanding of curriculum transformation processes in professional education and offers actionable guidance for educators, policymakers, and accreditation bodies seeking to enhance digital literacy integration. In conclusion, the study affirms that a systemic, collaborative approach grounded in empirical evidence and expert consensus can effectively embed essential digital literacy skills within library science curricula. It recommends incorporating the developed framework into national accreditation standards, promoting faculty development programs focused on digital pedagogy, and establishing periodic curriculum review mechanisms to adapt to ongoing technological changes. Future research should explore longitudinal assessments of framework implementation and its impact on graduate competencies, ensuring sustained relevance and alignment with evolving digital information landscapes.