Evaluating the Impact of Digital Literacy Training on Library Science Students' Competencies

Thesis Abstract

The rapid expansion of digital technologies has transformed the landscape of library science education, necessitating a critical evaluation of how digital literacy training impacts the competencies of library science students. Despite increasing incorporation of digital skills modules into curricula, there remains limited empirical evidence to substantiate their effectiveness in enhancing students’ practical capabilities and professional readiness. This study aims to systematically evaluate the influence of structured digital literacy training on the competencies of library science students at the postgraduate level, with specific objectives to measure changes in digital information management, research skills, and online resource evaluation; identify factors influencing the acquisition of digital skills; and assess students’ perceptions of digital literacy training efficacy. Employing a mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of the training’s impact. The target population comprises 300 postgraduate library science students enrolled across three major universities, from which stratified random sampling selected a sample of 120 participants for quantitative data collection. Quantitative data were gathered using a validated Digital Literacy Skills Questionnaire (DLSQ), measuring competencies across core digital skills domains, and pre- and post-training assessments facilitated the analysis of competency development. Qualitative data were obtained through focus group discussions and semi-structured interviews with 30 students and 10 instructors, designed to explore perceptions, attitudes, and contextual factors affecting skill acquisition. Data analysis employed descriptive statistics, paired sample t-tests to evaluate competency improvements, multiple regression analysis to identify predictors of digital literacy gains, and thematic analysis for qualitative insights. The anticipated findings are that digital literacy training significantly enhances library science students’ competencies in managing digital information, conducting online research, and critically evaluating electronic resources. The study expects to identify key predictors such as prior digital exposure, motivation, and instructional quality, which influence the magnitude of competency gains. It is also anticipated that qualitative results will reveal positive perceptions of training efficacy, alongside suggestions for curriculum improvement and integration strategies. These outcomes are expected to contribute to the theoretical understanding of digital skills development within library science education, explicitly through the lens of the Digital Transformation Theory and the Knowledge, Skills, and Attitude (KSA) framework. The research will offer empirical evidence supporting curriculum reforms and capacity-building initiatives aimed at fostering comprehensive digital literacy among future information professionals. The study concludes that targeted digital literacy interventions are instrumental in equipping library science students with essential skills reflective of contemporary information environments. Based on these findings, it recommends the integration of continuous digital skills training into academic programs, the adoption of active learning strategies, and the establishment of partnerships with industry stakeholders to ensure curriculum relevance. The research also suggests avenues for future studies to explore longitudinal impacts of digital literacy education and to evaluate pedagogical innovations. Ultimately, this study advances the discourse on digital competency development in library science education, providing actionable insights to educators, policymakers, and curriculum developers committed to preparing students for the demands of the digital age.