Comparative Analysis of Digital Literacy Training in University Library Science Curricula

Thesis Abstract

The rapid evolution of digital technologies has fundamentally transformed the landscape of library sciences, necessitating a comprehensive assessment of how digital literacy components are integrated into university library science curricula. Despite the critical importance of digital literacy for emerging information professionals, there exists considerable variation in training approaches across institutions, which may impact graduates’ preparedness to meet contemporary information management challenges. This study aims to conduct a comparative analysis of digital literacy training within university library science curricula to identify patterns, strengths, and gaps that influence educational effectiveness. The specific objectives include (1) evaluating the extent and nature of digital literacy content integrated across selected university programs; (2) comparing pedagogical strategies employed; (3) assessing students’ digital literacy competence levels; and (4) proposing curriculum enhancements based on empirical findings. Employing a mixed-methods research design anchored in the constructivist paradigm, the study integrates quantitative surveys and qualitative curriculum content analysis to provide a comprehensive understanding of the phenomenon. The population comprises library science students and curriculum coordinators from five major universities with accredited library science programs. A stratified random sampling technique is utilized to select a sample of 250 students and 25 curriculum coordinators, ensuring representativeness across institution types and geographical locations. Data collection instruments include a standardized digital literacy assessment tool adapted from the European Digital Competence Framework for Educators (DigCompEdu), alongside semi-structured interview guides for curriculum coordinators. Validity and reliability of instruments are ensured through pilot testing, expert review, and calculation of Cronbach’s alpha coefficients exceeding 0.80. Data analysis involves descriptive statistics, such as means and frequencies, to profile digital literacy training, supplemented by inferential analysis methods. ANOVA tests compare students’ digital literacy levels across institutions, while thematic analysis of interview transcripts uncovers pedagogical strategies and perceived curriculum gaps. Multiple regression analysis examines the predictive relationship between curriculum characteristics and students’ digital literacy competence, guided by Activity Theory as the theoretical framework to interpret how pedagogical tools, learner activities, and institutional contexts influence learning outcomes. Expected findings suggest notable disparities in the depth and delivery of digital literacy content among the sampled universities, with curricula emphasizing technical skills while often neglecting critical digital literacy dimensions such as ethical considerations, information evaluation, and digital citizenship. It is anticipated that pedagogical strategies incorporating experiential learning and industry collaborations correlate positively with higher student competence levels. The findings will demonstrate that institutional commitment, resource availability, and curriculum design significantly influence digital literacy outcomes, aligning with Social Constructivist principles of active learning. This research contributes novel comparative insights into curriculum design and pedagogical strategies for digital literacy in library science education, addressing a crucial gap identified in existing literature which predominantly focuses on individual program case studies. The study’s model integrates empirical data to inform curriculum development frameworks grounded in modern pedagogical theories and digital competence frameworks, offering actionable recommendations for curriculum enhancement and policy formulation. Conclusively, the study advocates for standardized yet adaptable digital literacy components across university programs, emphasizing the need for experiential, collaborative, and ethically grounded pedagogy to better equip future library professionals. Recommendations include curriculum revision proposals, faculty training initiatives, and resource allocation strategies aimed at fostering holistic digital literacy proficiency. Suggestions for further research include longitudinal studies to evaluate long-term impacts of curriculum changes and exploratory analyses of digital literacy transferability to professional practice environments.