Design and Evaluate a Digital Literacy Curriculum for Librarians in Higher Education

Thesis Abstract

The increasing integration of digital technologies into higher education institutions necessitates that librarians possess comprehensive digital literacy skills to effectively support academic communities and enhance information access. Despite the recognized importance, existing curricula for librarian training often lack systematic, context-specific digital literacy components aligned with current technological trends, resulting in a skills gap that impairs librarians’ ability to meet evolving digital demands. This study aims to design, implement, and evaluate a tailored digital literacy curriculum for librarians in higher education to bridge this gap and promote enhanced technological competence and pedagogical adaptability. The specific objectives of the research are to develop a contextually relevant digital literacy curriculum based on needs assessment and best practices, to implement the curriculum among a representative sample of academic librarians, and to critically evaluate its effectiveness in improving digital competencies. The study employs a mixed-methods research design, integrating quantitative pre- and post-intervention assessments with qualitative focus group discussions to generate comprehensive insights into the curriculum's impact. The population comprises 250 academic librarians from public and private universities within the region, with a stratified random sampling technique selecting 80 participants for the intervention group and 50 for control. Data collection instruments include validated digital literacy assessment tools, structured questionnaires, and semi-structured interview guides, with reliability established through Cronbach’s alpha coefficients exceeding 0.85 and validity confirmed via expert panel reviews. Quantitative data will be analyzed using paired samples t-tests and repeated measures ANOVA to measure changes in digital literacy levels pre- and post-intervention, while multivariate regression analysis will identify predictors influencing digital competency development. Qualitative data from focus groups will undergo thematic analysis to elucidate participants’ perceptions of the curriculum's relevance, applicability, and instructional quality, with coding conducted iteratively to ensure thematic saturation. It is anticipated that the findings will demonstrate statistically significant improvements in digital literacy scores among participants exposed to the curriculum, confirming its effectiveness in enhancing skills such as information technology navigation, digital resource management, online instruction, and data security awareness. The qualitative data are expected to reveal positive perceptions regarding the curriculum's contextual relevance and its capacity to foster confidence and pedagogical agility among librarians. This research contributes to the existing body of knowledge by providing an empirically validated, contextually tailored digital literacy curriculum, grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and the Digital Competence Framework for Educators. It advances understanding of effective instructional design in digital literacy training for library professionals and offers evidence-based guidelines for curriculum developers and higher education policymakers seeking to enhance librarian preparedness in a digital age. The study concludes that targeted, context-specific digital literacy interventions significantly enhance librarians’ competencies, thereby enabling them to better support academic research, teaching, and learning in digitally dominant educational environments. Recommendations include adopting the developed curriculum as a standard training module across higher education libraries, integrating ongoing digital skills development into professional development frameworks, and fostering collaborative platforms for continuous digital literacy enhancement. Future research should explore longitudinal effects of digital literacy training and investigate its impact on organizational performance and user satisfaction within academic libraries.