The Impact of Digital Technologies on Information Literacy Skills of Library Science Students

Thesis Abstract

Abstract
This thesis investigates the impact of digital technologies on the information literacy skills of library science students. In an increasingly digital world, the ability to effectively find, evaluate, and use information is crucial for academic success and lifelong learning. Library science students, who are the future information professionals, must possess strong information literacy skills to meet the demands of their profession and contribute meaningfully to the field. The study begins with an exploration of the background of the issue, highlighting the growing importance of digital technologies in information access and dissemination. The problem statement underscores the need to understand how these technologies influence the development and application of information literacy skills among library science students. The objectives of the study are outlined to guide the research process, aiming to uncover the specific ways in which digital technologies impact information literacy skills. Limitations and scope of the study are discussed to delineate the boundaries of the research and acknowledge any constraints that may impact the findings. The significance of the study is underscored, emphasizing its contribution to the field of library science education and the broader implications for information professionals. The structure of the thesis is outlined to provide a roadmap for the reader, delineating the chapters and their respective contents. Definitions of key terms are provided to clarify the terminology used throughout the thesis. A comprehensive literature review in Chapter Two examines existing research on information literacy, digital technologies, and their intersection in library science education. Ten key themes emerge from the literature, shedding light on the current state of knowledge and identifying gaps for further investigation. Chapter Three details the research methodology employed in the study, including the research design, data collection methods, and data analysis techniques. Eight key components of the methodology are described, outlining the steps taken to investigate the research questions and achieve the study objectives. Chapter Four presents the findings of the study, offering an in-depth analysis of how digital technologies impact the information literacy skills of library science students. The discussion delves into the implications of the findings, highlighting the challenges and opportunities presented by digital technologies in shaping information literacy practices. In conclusion, Chapter Five summarizes the key findings of the study, reiterates the implications for library science education, and offers recommendations for future research and practice. The thesis contributes to the ongoing dialogue on information literacy in the digital age, emphasizing the importance of equipping library science students with the skills and knowledge needed to navigate the complexities of the information landscape.