Design and evaluate a digital literacy curriculum for library science students

Thesis Abstract

The rapid evolution of digital technologies has transformed the landscape of library services and information management, necessitating a corresponding shift in the competencies required of library science students. Despite the increasing recognition of digital literacy as a core component of professional effectiveness, existing curricula often lack comprehensive, empirically validated structures that effectively integrate digital skills into library education. This study aims to design, implement, and evaluate a contextually relevant digital literacy curriculum tailored for library science students, thereby addressing the gap between current pedagogical practices and the emergent demands of digital information environments. The specific objectives include (1) to identify essential digital literacy skills for library science students based on stakeholder input and current industry standards; (2) to develop a modular digital literacy curriculum aligned with these identified skills; (3) to implement the curriculum within a selected university library science program; and (4) to evaluate its effectiveness in enhancing students’ digital competencies and self-efficacy. The study adopts a mixed-methods research design, combining quantitative and qualitative approaches to ensure a comprehensive evaluation. The population comprises second-year Master’s students enrolled in the library science program at a major university, with a sample size of 120 students selected through stratified random sampling to ensure representation across different academic levels and backgrounds. Data collection instruments include a digitally adapted version of the Digital Literacy Self-Assessment Tool (DLSAT), focus group discussion guides, and structured interview protocols. The validity and reliability of the quantitative instrument are established through expert reviews and a pilot test, yielding a Cronbach’s alpha coefficient of 0.87, indicating high internal consistency. Qualitative data are subjected to thematic analysis following Braun and Clarke’s methodology to extract nuanced insights into students’ experiences and perceptions of digital literacy development. Data analysis involves descriptive statistics, paired-sample t-tests to assess pre- and post-intervention changes in digital literacy scores, and multiple regression analysis to determine the predictors of improvements in digital competence. Additionally, thematic analysis of qualitative data supplements and explains quantitative findings, providing a robust triangulation of results. An underlying theoretical framework combines Bandura’s Social Cognitive Theory, emphasizing self-efficacy as a mediating factor in skill acquisition, with the Technological Pedagogical Content Knowledge (TPACK) model, guiding the curriculum design to integrate technological, pedagogical, and content knowledge effectively. Expected findings include a statistically significant increase in students’ digital literacy scores post-intervention, alongside enhanced self-efficacy and confidence in utilizing digital tools. The qualitative insights are anticipated to reveal increased awareness of digital information management, improved attitudes towards technology integration, and perceived readiness for professional practice. The study aims to contribute to the theoretical understanding of curriculum-based interventions in digital literacy acquisition within library science education and to offer a replicable framework for curriculum development in similar educational contexts. The main conclusion underscores that a systematic, empirically grounded digital literacy curriculum can significantly improve library science students’ competencies, aligning academic preparation with industry standards. Based on these findings, the study recommends adopting the developed curriculum model across academic institutions, emphasizing continuous curriculum assessment and integration of emerging digital skills. Future research avenues suggested include longitudinal studies to assess long-term impacts and the adaptation of the curriculum for diverse educational environments, thereby advancing the pedagogical frameworks for digital literacy in library science education.