Assessing Digital Literacy Training Impact in Public Library Services in Chicago

Thesis Abstract

In an era where digital literacy is increasingly essential for active civic participation and employment opportunities, public libraries in Chicago have implemented targeted digital literacy training programs aimed at bridging the digital divide among diverse community populations. This study investigates the impact of these training initiatives on patrons’ digital competence, confidence, and engagement, addressing the critical gap in empirical evidence regarding the effectiveness of public library interventions within urban contexts. Guided by the Socioeconomic Model of Digital Literacy and the Technological Acceptance Model, the research aims to evaluate the extent to which digital literacy training influences users’ skills development, technology adoption, and subsequent usage of library services. The study adopts a mixed-methods research design comprising quantitative surveys and qualitative interviews. The population includes adult patrons who participated in digital literacy training at eight prominent public libraries across Chicago over the past year. A stratified random sample of 400 participants was selected to ensure representation across age, socioeconomic status, and educational background. Data collection instruments included a structured questionnaire measuring digital skills, self-efficacy, and training satisfaction, complemented by semi-structured interviews with 20 selected participants to explore deeper insights into their experiences and perceived benefits. Quantitative data will be analyzed using multiple regression analysis to determine relationships between training variables and digital competence, while thematic analysis will be employed for qualitative interview transcripts to capture nuanced perspectives. Validity and reliability of instruments will be established through pilot testing, Cronbach’s alpha, and expert validation. Ethical considerations, including informed consent and confidentiality, will guide all research activities in compliance with institutional review board standards. It is anticipated that findings will demonstrate significant improvements in digital literacy levels among training participants, with increased confidence and service utilization as mediated by training engagement. The study expects to identify key factors influencing training effectiveness, such as pedagogical approaches, resource availability, and participant motivation. Furthermore, the research aims to reveal barriers faced by certain demographic groups, suggesting tailored approaches to enhance inclusivity and accessibility. This research contributes to the broader field of library science and digital literacy by providing empirical evidence on the efficacy of urban public library training programs, thereby informing policy and practice for library managers, policymakers, and community stakeholders. The integration of theoretical frameworks enhances understanding of user behavior and technology acceptance within community settings, offering a comprehensive model for evaluating digital literacy interventions. In conclusion, the study emphasizes the critical role of well-designed digital literacy programs in empowering marginalized populations and fostering digital inclusion. It recommends the adoption of context-specific training models grounded in user-centered pedagogies, increased investment in resources, and ongoing assessment strategies to ensure sustained impact. The findings lay the groundwork for future research exploring longitudinal effects and scalability of library-led digital literacy initiatives, ultimately contributing to the development of more effective digital empowerment strategies within urban public library systems nationwide.