Digital Literacy Integration in Library Science Education through Interactive E-Learning Platforms

Thesis Abstract

The rapid evolution of digital technologies and the increasing reliance on electronic information resources have underscored the imperative for library science education to integrate digital literacy as a core competency. Despite the recognized importance of digital literacy skills in modern librarianship, existing curricula often lack comprehensive, interactive, technology-driven instructional methods that effectively develop these competencies among students. This study aims to investigate the effectiveness of interactive e-learning platforms in integrating digital literacy into library science education, thereby enhancing students’ technological competencies and pedagogical preparedness for contemporary library environments. The research specifically seeks to (1) evaluate the current level of digital literacy among library science students prior to intervention; (2) develop and implement an interactive e-learning module tailored to digital literacy skill development; (3) assess the impact of the e-learning platform on students’ digital literacy post-intervention; (4) explore students’ perceptions and engagement with the e-learning approach; and (5) recommend best practices for embedding technological competencies into library science curricula. The study adopts a mixed-methods research design, combining quantitative and qualitative data collection and analysis to yield comprehensive insights. The target population comprises 120 second-year library science students enrolled in a Master’s program at a prominent national university. A stratified random sampling technique selects a sample size of 80 students for the quantitative component, ensuring representation across gender and prior technological exposure. Data collection instruments include a validated Digital Literacy Assessment Tool (DLAT), administered pre- and post-intervention, structured questionnaires exploring learners’ perceptions and engagement levels, and focus group discussions to capture qualitative insights. The intervention involves a six-week interactive e-learning module incorporating multimedia elements, gamification, virtual simulations, peer collaboration features, and formative assessments aligned with constructivist learning theories and the Theory of Planned Behavior to enhance engagement and self-efficacy. Data analysis employs descriptive statistics to profile baseline digital literacy levels, paired t-tests to evaluate pre- and post-intervention gains, and multiple regression analysis to identify factors predicting digital literacy improvement. Thematic analysis of qualitative data identifies recurring themes relating to user experience, perceived usability, and pedagogical effectiveness. The study anticipates discovering significant improvements in digital literacy skills following exposure to the interactive platform, with positive perceptions expressed by students regarding engagement, usability, and perceived relevance of the e-learning approach. It is expected that the findings will reveal a strong correlation between active participation in the platform and gains in digital literacy, supporting the hypothesis that technology-enhanced instruction can effectively bridge gaps in traditional curricula. This research contributes to knowledge by providing empirical evidence on the efficacy of interactive e-learning platforms in cultivating digital literacy within library science education. It offers a detailed model for integrating technology-driven pedagogies into curricula, grounded in the principles of experiential learning and user engagement theories. Practical implications include guiding educators and curriculum developers in designing innovative, scalable, and contextually relevant digital literacy interventions that align with twenty-first-century skills requirements. The main conclusion underscores the potential of interactive e-learning modules to transform library science education by fostering digital fluency, critical thinking, and lifelong learning skills among students. Recommendations include the adoption of such platforms across similar educational contexts, ongoing professional development for educators in digital pedagogies, and periodic curriculum reviews to incorporate emerging technologies. Suggestions for further research involve longitudinal studies to evaluate long-term impacts on professional practice, comparative analyses across different educational institutions, and exploration of specific technological features most conducive to effective learning outcomes.