Thesis Abstract

Abstract
This thesis investigates the impact of digital technologies on information literacy skills in the field of Library Science Education. As technology rapidly advances, it has become imperative for library science educators to understand how these digital tools influence the development of information literacy skills among students. The study aims to explore the challenges and opportunities presented by digital technologies in enhancing information literacy in library science education. The research begins by providing an overview of the background of the study, highlighting the significance of information literacy in the digital age. It examines the current state of information literacy education in library science programs and identifies the gaps that exist in integrating digital technologies into the curriculum. The research problem centers on the need to adapt traditional teaching methods to align with the demands of the digital era and the evolving information landscape. Through a comprehensive literature review, the thesis delves into ten key areas related to information literacy, digital technologies, and their intersection in library science education. It analyzes existing studies, frameworks, and best practices to understand how digital tools can be effectively utilized to improve information literacy skills among students. The research methodology section outlines the approach taken to investigate the impact of digital technologies on information literacy skills. It includes details on the research design, data collection methods, sampling techniques, and data analysis procedures employed in the study. The methodology section also addresses ethical considerations and limitations encountered during the research process. Chapter four presents a detailed discussion of the findings, highlighting the key themes that emerged from the data analysis. It explores the implications of digital technologies on information literacy instruction, student learning outcomes, and the overall effectiveness of library science education programs. The chapter also discusses the challenges faced by educators in integrating digital tools into the curriculum and proposes strategies for overcoming these obstacles. In conclusion, this thesis offers insights into the evolving landscape of information literacy education in the context of digital technologies. It underscores the importance of adapting pedagogical approaches to meet the needs of 21st-century learners and emphasizes the role of digital tools in enhancing information literacy skills. The study contributes to the ongoing discourse on the intersection of technology and education, providing valuable recommendations for educators, policymakers, and researchers in the field of Library Science Education.

Thesis Overview