Design, implement, and evaluate a digital literacy curriculum for school librarians in public libraries

Thesis Abstract

In an era of rapid information expansion and evolving pedagogical demands, public libraries serving school communities face a widening gap between digital literacy expectations and frontline library practice, particularly among school librarians who are tasked with guiding youth in responsible, proficient use of digital resources. This study addresses the problem of insufficiently standardized digital literacy competencies among school librarians in public libraries and examines how a designed curriculum can enhance instructional capabilities, assessment practices, and community outreach. The aim is to design, implement, and evaluate a scalable digital literacy curriculum tailored for school librarians operating in public library settings, with the objective of improving (1) librarians’ digital literacy pedagogy, (2) learners’ information literacy outcomes, (3) integration of digital tools into classroom and community programs, and (4) librarians’ capacity for evidence-based practice and professional collaboration. Specific objectives include (a) identifying core digital literacy competencies aligned with national information literacy standards, (b) developing a semester-long curriculum comprising modules on information ethics, digital safety, evaluation of online sources, data literacy, and coding concepts for youth, (c) implementing the curriculum across five urban public libraries with diverse patron profiles, and (d) evaluating pedagogical effectiveness through a mixed-methods approach. The study adopts a mixed-methods research design grounded in social constructivist epistemology to capture both measurable outcomes and contextual experiences. The population comprises 200 school librarians employed in public libraries across five metropolitan districts, with a purposive sample of 120 librarians participating in curriculum implementation and a stratified random sample of 320 youth learners aged 10–18 for outcome assessment. Data collection instruments include a validated Digital Literacy Teaching Competency Instrument (DLTCI) administered pre- and post-intervention to librarians (n=120), a Knowledge, Attitudes, and Practices (KAP) survey for librarians (n=120), classroom observations using a standardized rubric (n=60 sessions), student digital literacy assessments (n=320) designed to measure information evaluation and source credibility, and semi-structured interviews with a subset of librarians (n=20) and focus groups with student participants (n=6 groups). Validity and reliability are ensured through expert review, pilot testing, Cronbach’s alpha checks for internal consistency (target ? ? 0.80), and inter-rater reliability for observation rubrics (Cohen’s ? ? 0.70). Quantitative data will be analyzed using descriptive statistics, paired-sample t-tests to examine pre/post changes, multivariate analysis of covariance (MANCOVA) controlling for library size and patron demographics, and multiple regression to identify predictors of teaching effectiveness. Qualitative data will undergo thematic analysis aligned with Braun and Clarke’s approach to identify emergent themes related to curriculum acceptance, pedagogical shifts, and barriers to implementation. A convergent mixed-methods design will converge results at interpretation, enabling validation of quantitative outcomes with qualitative insights and vice versa. A conceptual framework integrating the Information Literacy Competency Standards for Librarians and Social Cognitive Theory will guide interpretation of how instructor self-efficacy and observed student gains interact with curriculum design features such as scaffolding, authentic digital tasks, and collaborative learning opportunities. Expected findings include statistically significant improvements in librarians’ DLTCI scores and KAP indicators, measurable gains in student ability to appraise digital information, and enhanced confidence among librarians in delivering digital literacy instruction. Qualitative results are expected to reveal that structured scaffolding, alignment with school curricula, and opportunities for co-teaching with teachers contribute to sustainable practice, while constraints such as time pressure and resource variability influence implementation fidelity. The study aims to contribute to knowledge by offering an empirically validated, scalable curriculum model for digital literacy in public libraries, with transferable guidelines for professional development, assessment rubrics, and integration strategies with school-based curricula. The theoretical contribution lies in elucidating the applicability of Social Cognitive Theory to librarian-led instruction and in extending information literacy frameworks to community-based educational settings. Practical implications include a replicable curriculum blueprint, a set of assessment tools adaptable to diverse urban contexts, and policy recommendations for funding and professional development programs. The main conclusion anticipates that a carefully designed, context-responsive digital literacy curriculum can elevate the instructional capabilities of school librarians in public libraries, leading to improved youth digital literacy outcomes and strengthened community learning ecosystems. Recommendations emphasize ongoing professional learning communities, periodic curriculum refinement based on learner analytics, and scaled implementation with continuous quality improvement cycles.