Assessing the Impact of Digital Literacy Training on Library Science Students’ Research Skills

Thesis Abstract

The rapid evolution of digital technologies has transformed the landscape of information access and research methodologies, necessitating a reevaluation of how library science students acquire and develop research skills in contemporary academic environments. Despite the increasing integration of digital literacy modules within library science curricula, there remains limited empirical evidence on their actual impact on students' research competencies. This study aims to assess the influence of structured digital literacy training on the research skills of library science students at federal universities. Specifically, the research seeks to determine the extent to which digital literacy training improves research proficiency, explore students' perceptions of digital literacy's relevance, and identify the specific skills most enhanced by such training. Employing a convergent mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. The target population comprises second and third-year library science students enrolled across three federal universities, totaling approximately 1,200 students. A stratified random sampling technique was utilized to select a representative sample of 240 students, with 120 students participating in the digital literacy training intervention and 120 serving as a control group. Data collection instruments include standardized research skills assessments, Likert-scale questionnaires on digital literacy perceptions, and semi-structured interview schedules. The research instruments’ validity was established through expert review, while reliability was tested via pilot studies, yielding Cronbach’s alpha coefficients above 0.80. Data analysis involves quantitative techniques such as multiple regression analysis to assess the impact of digital literacy training on research skills, supplemented by t-tests to compare pre- and post-intervention performances. The qualitative data from interviews were thematically analyzed using NVivo software to uncover underlying perceptions and experiences related to digital literacy practices. The theoretical framework underpinning the study integrates Bandura’s Social Cognitive Theory, emphasizing self-efficacy’s role in skill acquisition, and the Technology Acceptance Model, which explains students’ acceptance and use of digital tools. A conceptual model illustrating the relationship between digital literacy interventions and research skills development guides the interpretation of findings. Anticipated results suggest that students receiving digital literacy training will demonstrate statistically significant improvements in research skills, specifically in information sourcing, evaluation, citing, and ethical use of digital resources. It is expected that qualitative findings will reveal positive perceptions regarding the importance of digital competence, with identified challenges including limited access to advanced digital tools and differing levels of baseline digital skills. Moreover, the study hypothesizes that self-efficacy and perceived usefulness mediate the relationship between training and research competence. This research contributes to scholarly discourse by providing empirical evidence on the effectiveness of digital literacy interventions within library science education, especially in the context of developing countries. It offers practical insights for curriculum designers, policymakers, and librarians aiming to enhance research training through digital competencies. The study concludes that structured digital literacy programs significantly elevate research skills among library science students, facilitating more efficient and scholarly information engagement. It recommends the integration of comprehensive digital literacy modules across library science curricula, investment in digital infrastructure, and continuous pedagogical innovation to sustain digital competence development. Future research is suggested to explore longitudinal impacts and the transferability of digital skills to professional practice, supporting the broader goal of fostering digitally literate future librarians and information professionals.