The Impact of Digital Technologies on Information Literacy Skills in Library Science Education

Thesis Abstract

Abstract
Digital technologies have revolutionized the field of Library Science Education, presenting both opportunities and challenges for information literacy skills development. This thesis explores the impact of digital technologies on information literacy skills within the context of Library Science Education. The study begins by providing an overview of the current landscape of digital technologies in education and their implications for information literacy. It then delves into the theoretical framework underpinning information literacy skills development in the digital age. The literature review section critically examines existing research on the integration of digital technologies in Library Science Education and its effects on information literacy skills. The review identifies key themes, trends, and gaps in the literature, setting the stage for the empirical investigation. The research methodology section outlines the design of a mixed-methods study that combines quantitative surveys and qualitative interviews to gather data from students, educators, and librarians. The data analysis process involves thematic coding and triangulation to provide a comprehensive understanding of the impact of digital technologies on information literacy skills. The findings section presents the results of the study, highlighting the ways in which digital technologies have influenced information literacy skills acquisition, application, and assessment. The discussion section offers a nuanced analysis of the findings, drawing connections between theory and practice and exploring implications for Library Science Education curriculum development. In conclusion, this thesis synthesizes the key findings and implications of the study, emphasizing the importance of integrating digital technologies strategically to enhance information literacy skills in Library Science Education. Recommendations for educators, policymakers, and researchers are provided to support the continued evolution of information literacy pedagogy in the digital age. Overall, this thesis contributes to the growing body of literature on the intersection of digital technologies and information literacy skills in Library Science Education, offering insights and recommendations for enhancing educational practices in an increasingly digital world.