Comparative Analysis of Digital Literacy Skills in Library Science Students Across Countries

Thesis Abstract

The rapid proliferation of digital technologies has necessitated a thorough examination of the digital literacy skills possessed by library science students, as these competencies are fundamental to contemporary information management, retrieval, and dissemination practices. Despite the global recognition of digital literacy as a core component of library and information science (LIS) education, there exists a significant disparity in the proficiency levels of students across different national contexts, stemming from variations in curricular frameworks, resource availability, and pedagogical approaches. This study aims to conduct a comparative analysis of digital literacy skills among library science students in five countries, namely the United States, Nigeria, India, Germany, and South Korea, to identify disparities, commonalities, and influencing factors. The specific objectives include (1) to assess the levels of digital literacy skills among library science students across these countries; (2) to analyze the influence of demographic, educational, and infrastructural variables on digital literacy; (3) to evaluate the effectiveness of current LIS curricula in fostering digital competencies; and (4) to propose evidence-based recommendations for curriculum development and policy enhancements. The research adopts a descriptive, cross-sectional comparative design grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, incorporating quantitative and qualitative data collection strategies. The target population comprises third-year library science students enrolled in accredited universities within the selected countries. A stratified random sampling technique will be employed, resulting in a total sample size of 500 students—100 from each country—ensuring proportional representation based on institutional enrollment figures. Data collection instruments include a standardized Digital Literacy Assessment Questionnaire (DLAQ), adapted from existing validated tools such as the European Digital Competence Framework (DigComp) and tailored to LIS contexts, alongside semi-structured interview guides to garner contextual insights. To ensure validity and reliability, the DLAQ will undergo pilot testing with 50 students outside the study sample, with Cronbach's alpha exceeding 0.85 established for internal consistency. Data analysis will primarily utilize Analysis of Variance (ANOVA) to detect significant differences in digital literacy levels across countries, supplemented by multiple regression analyses to identify predictors of digital proficiency, such as access to digital resources, prior digital training, and socio-economic status. Thematic analysis will be conducted on qualitative interview transcripts to explore contextual factors influencing digital skills acquisition. Expected findings anticipate notable variances in digital literacy competence levels among students, with Western countries like the United States and Germany demonstrating higher proficiency scores compared to Nigeria and India, reflecting curriculum integration and infrastructural disparities. The analysis is expected to reveal significant predictors of digital literacy, including access to high-speed internet, participation in prior digital training, and ICT integration in coursework. It is also anticipated that gaps in curricular content and pedagogical approaches contribute to the disparities observed. This study contributes substantially to the global body of knowledge by providing empirical evidence on the cross-national disparities and determinants of digital literacy among LIS students, thereby informing curriculum reforms and policy interventions aimed at global digital competence standards. The findings will aid educational policymakers, LIS educators, and stakeholders in designing contextually relevant strategies to enhance digital skills, aligning LIS education with evolving technological trends. The study concludes with actionable recommendations for integrating digital literacy more effectively into LIS curricula across diverse educational contexts and calls for further longitudinal research to examine the impact of targeted interventions on student competencies over time.