Assessing the Impact of Digital Literacy Programs on Library Science Students’ Competencies

Thesis Abstract

The rapid advancement of digital technologies has significantly transformed the landscape of library and information science, necessitating enhanced digital literacy competencies among library science students to effectively navigate and utilize digital resources. Despite the proliferation of digital literacy programs within academic libraries, there remains limited empirical evidence on their actual impact on students’ competencies and professional readiness. This study aims to assess the impact of digital literacy programs on the competencies of library science students in public universities, with specific objectives to identify the digital skills acquired through these programs, evaluate the perceived effectiveness of the programs, and examine the relationship between participation in digital literacy initiatives and students’ self-reported proficiency levels. Employing a convergent parallel mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. The target population comprises 600 third- and fourth-year library science students enrolled in five public universities. A stratified random sampling technique selected a sample of 200 students for the quantitative component, ensuring proportional representation across institutions and academic levels. Simultaneously, purposive sampling identified 20 students and five program coordinators for semi-structured interviews to gather in-depth insights. Data collection instruments include a structured questionnaire measuring digital literacy competencies, validated through content validity by experts and tested for reliability with a Cronbach’s alpha coefficient of 0.89. Additionally, interview protocols were developed to explore participants’ experiences and perceptions regarding the programs’ effectiveness. Quantitative data are analyzed using descriptive statistics, correlation analysis, and multiple regression to determine the strength and significance of relationships between program participation and competency levels. Qualitative data undergo thematic analysis, following Braun and Clarke’s approach, to extract key themes related to perceived program impacts and contextual factors influencing effectiveness. Expected findings indicate that participation in digital literacy programs significantly enhances students’ competencies across various domains, including information retrieval, digital communication, data management, and ethical considerations. The study anticipates discovering a positive correlation between program engagement and self-reported proficiency, with regression analysis revealing that digital literacy training explains a substantial proportion of variance in competency levels (anticipated R2 of approximately 0.45). The qualitative insights are expected to highlight the importance of interactive, hands-on training methodologies and tailored content in maximizing program effectiveness, as well as identifying barriers such as limited access to resources and time constraints. This research contributes to the body of knowledge by providing empirical data on the efficacy of digital literacy initiatives within library science education and elucidating the specific competencies most impacted by such programs. It advances understanding of how digital literacy training translates into professional readiness, informed by the theoretical framework of Bandura’s Social Cognitive Theory and the Technology Acceptance Model, which underpin the processes of skill acquisition and technology adoption. The findings are intended to inform policy, curriculum design, and resource allocation for library science training institutions. The study concludes that well-structured digital literacy programs are critical in equipping future librarians with essential skills, thereby enhancing their capacity to support digital inclusivity and information accessibility. It recommends expanding digital literacy initiatives, integrating hands-on training components, and fostering collaborative learning environments. Future research should explore longitudinal effects of digital literacy training on career development and investigate similar interventions across diverse educational settings to generalize findings. This study thereby provides a robust foundation for optimizing digital literacy education within library science curricula, ensuring that graduates are adequately prepared to meet the digital demands of contemporary librarianship.