Transforming Public Libraries: Digital Literacy Training in Dublin City Council Libraries

Thesis Abstract

The rapid expansion of digital services in public settings has amplified the role of public libraries as essential community digital access points, yet many urban library systems struggle to consistently deliver effective digital literacy training aligned with diverse user needs. This study investigates how Dublin City Council Libraries can transform digital literacy training to enhance inclusive, equitable access, user empowerment, and lifelong learning within a rapidly evolving information society. The aim is to evaluate current training practices, identify barriers to effective digital literacy delivery, and develop an evidence-based framework for capacity-building and service redesign. Specific objectives include (i) assessing user experiences, competency levels, and outcomes of existing digital literacy programs; (ii) identifying organizational, staff, and resource factors that influence training effectiveness; (iii) testing the applicability of the Digital Literacy Framework (DLF) alongside the Technology Acceptance Model (TAM) in predicting training uptake and proficiency; (iv) examining the role of partnerships with educational institutions and community groups; and (v) formulating a scalable implementation plan for Dublin City Council Libraries grounded in principles of universal design and user-centered service design. The study employs a mixed-methods approach underpinned by the Activity Theory lens to understand how tools, rules, community, and division of labor shape digital literacy practices within library settings. A convergent design will be used, combining quantitative surveys and qualitative interviews to triangulate data. The population comprises all staff involved in digital literacy delivery (n=120) and library users who participated in training sessions over the past two years (n=1,200). A stratified random sample of 40 staff members and 20 branches will be drawn for surveys, while 40 in-depth staff interviews and 60 user interviews will be conducted to capture contextual richness. Additionally, training session attendance records, completion rates, and competency assessments will be analyzed. Data collection instruments include a structured staff survey measuring training efficacy, perceived competency, and resource adequacy; an end-user survey addressing digital confidence, perceived usefulness, and digital anxiety; semi-structured interview guides for staff and patrons; and an observation protocol for live training sessions. Instrument validity and reliability will be established through pilot testing (n=30) and Cronbach’s alpha analyses, with inter-rater reliability checked for observation coding (Cohen’s kappa > 0.70). Quantitative data will be analyzed using descriptive statistics, multiple regression to identify predictors of training uptake and outcomes, and ANOVA to examine differences across branches and demographic groups. Qualitative data will undergo thematic analysis, following Braun and Clarke’s procedures, to illuminate patterns of organizational support, pedagogical approaches, and user-centered design barriers. A cross-method synthesis will compare quantitative indicators of success with qualitative insights to construct a holistic model of effective digital literacy transformation. The study will also test the applicability of the TAM and DL Framework in explaining user adoption and learning gains, with structural equation modeling (SEM) employed to assess causal pathways where data permit. Expected findings include (i) identification of critical gaps between policy expectations and frontline practice, (ii) evidence that staff confidence, time allocation, and access to contextualized materials significantly predict learner outcomes, (iii) confirmation that universal design principles and co-created content with community groups improve reach and relevance, and (iv) validation of an integrated framework combining TAM and Digital Literacy Framework predictive constructs to guide strategic planning. The study’s contribution to knowledge lies in delivering a context-specific, empirically grounded transformation framework for urban public libraries that links organizational capacity, pedagogical practice, and user-centered design to measurable digital literacy outcomes. Policy and practitioner implications encompass scalable professional development programs, targeted funding allocation for technology and materials, strengthened partnerships with higher education and community organizations, and a structured implementation roadmap for Dublin City Council Libraries. The main conclusion will articulate a pathway for Dublin City Council Libraries to evolve into a digitally inclusive, learning-centered ecosystem. Recommendations include adopting a phased rollout of standardized digital literacy curricula, institutionalizing ongoing staff training and peer-learning communities, leveraging partnerships to diversify program content, and embedding robust assessment mechanisms to monitor learning trajectories and long-term community impact. Suggestions for further studies include longitudinal tracking of learner outcomes, comparative analyses with other city libraries, and evaluation of digital literacy training in multilingual and accessibility-focused contexts.