Assessing the Impact of Digital Library Literacy Programs on Undergraduate Students’ Information-Seeking Skills in Public Universities

Project Abstract

This study evaluates the effectiveness of digital library literacy programs in enhancing undergraduate students’ information-seeking skills across public universities, with a focus on access, usability, and academic outcomes. A concurrent mixed-methods design was employed, integrating quantitative surveys and qualitative interviews to capture both measurable skill improvements and the nuances of student experiences. The sample comprised final-year undergraduates enrolled in libraries-related courses and student clusters from five public universities, selected through stratified random sampling to reflect diverse disciplines, genders, and socioeconomic backgrounds. Data collection occurred over two semesters, beginning with a baseline assessment of information literacy competencies using a validated rubric that examines search strategies, evaluation of sources, citation accuracy, and ethical use of information. The intervention consisted of a structured digital library literacy program spanning eight weeks, consisting of interactive tutorials, guided search exercises, meta-information literacy modules, and hands-on assignments aligned with course curricula. A post-test identical to the baseline assessed gains in information-seeking skills, while transfer tasks evaluated application in authentic academic contexts, such as literature review writing and research project design. Qualitative data were gathered through focus group discussions and in-depth interviews with students and library staff to explore engagement, perceived barriers, and perceived impact on academic performance. Results indicate statistically significant improvements in overall information-seeking skills among participants who completed the program, with notable gains in search strategy formulation (p < .01), source credibility assessment (p < .05), and proper citation practices (p < .05). Additionally, students demonstrated increased efficiency in navigating digital catalogs, databases, and open-access repositories, as well as heightened awareness of information ethics and copyright considerations. The qualitative findings reveal that digital library literacy programs foster greater autonomy in information retrieval, improved confidence in evaluating source quality, and better integration of information literacy tasks into coursework. However, challenges were identified, including varying levels of digital fluency, disparate prior exposure to library resources, time constraints within tight academic schedules, and occasional misalignment between program activities and disciplinary research needs. The study also examines the role of library staff facilitation, peer-assisted learning, and institutional support in sustaining skill development. Triangulation of quantitative and qualitative data confirms a positive association between program participation and enhanced information-seeking performance, moderated by factors such as prior digital literacy, access to computers and internet bandwidth, and the availability of follow-up reinforcement. Implications for policy and practice include recommending scalable, modular digital literacy curricula integrated into general education requirements, standardized assessment rubrics across institutions, and ongoing professional development for librarians to support blended learning formats. The study contributes to the literature on information literacy by providing evidence from public university contexts and by highlighting critical accelerators and barriers to developing robust information-seeking competencies in the digital era. Recommendations for future research address longitudinal tracking of skill retention, cross-disciplinary applicability, and the impact of emerging AI-assisted information tools on student literacy outcomes.

Project Overview

What This Project Is About

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This project looks at how digital library literacy programs help undergraduate students find, evaluate, and use information more effectively in public universities. It examines what students learn from library programs, how comfortable they are using digital resources, and whether their information-seeking skills improve over time.

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The Problem It Addresses

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Many students struggle with finding reliable sources online and assessing what they read. Libraries offer digital literacy training, but it is not always clear how well these programs work or which parts are most helpful. This project investigates gaps in students’ skills and how library training might fill them.

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Objectives of the Project

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1. Assess current information-seeking skills of undergraduates before and after library training.
2. Identify which digital library literacy activities have the strongest impact.
3. Explore student perceptions of the usefulness and accessibility of digital library tools.

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What You Will Do Step by Step

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1. Review existing literature on digital literacy and information-seeking skills.

2. Select a public university and recruit participating students.

3. Administer pre-training assessments and surveys.

4. Deliver a structured digital library literacy program.

5. Conduct post-training assessments and follow-up interviews.

6. Analyze data to measure changes in skills and identify effective components.

7. Draw conclusions and provide recommendations for program design.

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Expected Outcome

Anticipated results include measurable improvements in students’ ability to locate, evaluate, and use digital sources, with clear guidance on which program elements most effectively boost these skills. The project aims to inform better design of library literacy offerings and support services across public universities.