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

Thesis Abstract

This study addresses the growing significance of digital literacy among library science students in the context of rapidly evolving information technologies, emphasizing disparities in skills across different national educational settings and the implications for global information service provision. Recognizing the integral role of digital literacy in modern librarianship and the relative paucity of comparative data, the research aims to analyze and compare the digital literacy skills of library science students across five countries—Country A, Country B, Country C, Country D, and Country E—focusing on identifying contextual factors that influence skill levels, and assessing the extent to which curricula and infrastructural differences impact digital competency development. The overarching objectives include (1) assessing the digital literacy levels of library science students in each participating country; (2) identifying curriculum and infrastructural factors associated with variations in digital literacy; (3) examining the relationships between demographic variables (age, gender, academic year) and digital literacy skills; and (4) formulating evidence-based recommendations for curriculum enhancement to foster uniform digital competencies globally. Employing a quantitative, cross-sectional survey research design, the study targets a population of 1,500 library science students (300 per country), selected through stratified random sampling to ensure demographic representation. Data collection instruments consist of a revised Digital Literacy Scale, validated through pilot testing with Cronbach’s alpha coefficients exceeding 0.85 across all contexts, and complemented by a structured questionnaire capturing demographic data, curriculum features, and infrastructural access. Data will be analyzed via descriptive statistics, analysis of variance (ANOVA) to detect differences across countries, multiple regression analysis to identify predictors of digital literacy, and thematic analysis of open-ended responses to explore contextual factors qualitatively. The study anticipates revealing significant disparities in digital literacy skills among students across the selected countries, with higher proficiency levels correlating positively with curriculum integration of digital competencies, access to high-speed internet, and institutional support mechanisms. It is expected that students in countries with comprehensive digital-focused curricula and advanced infrastructural facilities will demonstrate higher digital literacy scores, while demographic variables such as age and prior digital exposure will also influence skill levels. The findings are expected to contribute novel cross-national data on digital literacy competencies in library science education, filling a recognized gap in the literature regarding international standards and contextual influences. By applying the Technological Pedagogical Content Knowledge (TPACK) framework and the Digital Literacy Framework of the European Union, the research will contextualize differences within established theoretical models and offer a basis for benchmarking educational practices. The study's contribution to knowledge lies in its cross-national comparative perspective, providing empirical evidence that will inform curriculum designers, policy-makers, and educators seeking to achieve more uniform digital literacy standards among library science students globally. The main conclusion emphasizes the need for contextualized curriculum reforms, improved infrastructural support, and targeted training programs to bridge digital skills gaps. Based on these insights, the research recommends the development of standardized digital literacy curricula, investment in technological infrastructure, and targeted professional development initiatives. Future research is suggested to explore longitudinal changes in digital skill acquisition and to assess the impact of specific pedagogical interventions on digital literacy enhancement, thereby contributing to the global improvement of library and information science education in the digital era.