Assessing the Impact of Digital Literacy Training on Library Science Students' Information Navigation Skills

Thesis Abstract

In the rapidly evolving digital information landscape, the ability of library science students to effectively navigate, evaluate, and utilize online information resources is crucial for their academic success and future professional responsibilities. Despite the increasing integration of digital literacy into library education curricula, there remains limited empirical evidence on the extent to which digital literacy training enhances students’ information navigation skills. This study aims to assess the impact of structured digital literacy training on library science students’ proficiency in information navigation. The specific objectives are to (1) determine the baseline digital literacy levels and information navigation skills of third-year library science students, (2) design and implement a targeted digital literacy training intervention, (3) evaluate the effectiveness of the training on students’ information navigation capabilities, and (4) identify the key factors influencing the skill development process. A mixed-methods research design was adopted, integrating quantitative pre-test/post-test experimental procedures with qualitative focus group discussions. The population comprised 300 third-year undergraduate library science students enrolled at a prominent university. A stratified random sampling technique selected 120 participants—60 for the experimental group receiving digital literacy training and 60 as a control group. Data were collected using validated instruments a Digital Literacy Assessment Scale (DLAS) and an Information Navigation Skills Test (INST), administered before and after the intervention. The digital literacy training program, developed based on the Digital Literacy Framework by the American Library Association, involved six weekly modules covering internet search strategies, evaluative techniques, database navigation, and information management tools. Quantitative data were analyzed using descriptive statistics, paired t-tests to assess pre- and post-training differences, and multiple regression analysis to identify predictors of improved navigation skills. Thematic analysis was employed on qualitative focus group data to explore students’ perceptions of digital literacy training effectiveness and challenges encountered. Validity and reliability of instruments were established through pilot testing and Cronbach’s alpha coefficients exceeding 0.85. It is anticipated that the findings will demonstrate statistically significant improvements in the experimental group's information navigation skills post-training, corroborated by qualitative insights into students’ increased confidence and perceived competence. Furthermore, the study expects to identify key factors such as prior digital exposure, motivation, and instructional quality as critical influencers of skill acquisition. The study will contribute to the theoretical understanding of digital literacy development within library education, supporting the application of the Technology Acceptance Model (TAM) and Learning Transfer Model in this context. Overall, the research underscores the positive impact of targeted digital literacy training on the development of essential information navigation skills among library science students. The study recommends integrating comprehensive digital literacy modules into library curriculum standards, enhancing practical training opportunities, and fostering continuous digital skill development beyond formal education. It also advocates for further longitudinal research to examine the retention of navigation skills and the transferability of digital literacy competencies into professional practice, thereby informing policy and curriculum reforms aimed at producing digitally competent future librarians.