Assessing the Impact of Digital Literacy Training on Library Science Students' Competencies

Thesis Abstract

In an era increasingly characterized by digital transformation, the competencies of library science students in digital literacy are critical to their readiness for contemporary information management roles. This study investigates the impact of targeted digital literacy training on the competencies of undergraduate library science students, addressing the growing concern that traditional curricula may inadequately prepare students for technologically advanced library environments. The primary aim of the research is to assess whether structured digital literacy training enhances students’ skills in information retrieval, digital resource management, data literacy, and cybersecurity practices. Specific objectives include evaluating students’ baseline digital competencies, designing and implementing a comprehensive digital literacy training program, measuring competency improvements post-training, and identifying factors influencing skill acquisition. A quasi-experimental research design with a pretest-posttest control group was employed to establish causality and measure the effect of digital literacy training on student competencies. The population comprised third-year undergraduate library science students enrolled in the Department of Library and Information Science at a leading national university, with a total population of 210 students. A stratified random sampling technique selected 140 students, with 70 assigned to the experimental group receiving the training intervention and 70 to the control group following the traditional curriculum. Data collection utilized validated digital literacy assessment instruments, including the Digital Literacy Competency Scale (developed for this study) and self-assessment questionnaires, administered at pre- and post-intervention stages. The digital literacy training program was developed based on the Technological Pedagogical Content Knowledge (TPACK) framework and aligned with the Digital Competency Framework for Librarians. The training comprised 12 weekly modules covering areas such as online research skills, digital resource evaluation, bibliographic management, and cybersecurity awareness, delivered through interactive workshops, online modules, and practical exercises. Validity and reliability of the instruments were established through expert review and Cronbach’s alpha coefficient of 0.87, respectively. Data analysis involved descriptive statistics to profile participants and inferential techniques, including paired t-tests to compare pre- and post-training competencies within groups, independent t-tests for between-group comparisons, and multiple regression analysis to identify predictors of competency gains. Thematic analysis of qualitative feedback from participants was conducted to complement quantitative findings and explore perceptions of training effectiveness. Expected findings suggest that students who received targeted digital literacy training will demonstrate statistically significant improvements in all assessed competency areas compared to the control group. The analysis is expected to reveal that prior familiarity with digital tools, attitude towards technology, and engagement levels positively influence competency development. These results are anticipated to support theories of experiential learning and adult education, emphasizing the importance of situated learning environments in skill acquisition. The study contributes new empirical evidence to the academic discourse on digital literacy within library science education, offering a validated training model adaptable to similar contexts worldwide. It fills a critical gap in understanding the measurable impact of structured digital literacy interventions on student competencies and education outcomes. The main conclusion affirms that comprehensive digital literacy training significantly enhances students’ readiness for modern library roles, and recommends integrating such programs into core curricula, emphasizing continuous skill development. Further research is suggested to explore longitudinal impacts, scalability, and the integration of emerging digital tools in library education.