Assessing the Impact of Digital Library Platforms on Information Literacy Skills Among Undergraduate Students in Public Universities

Project Abstract

This study investigates how digital library platforms influence information literacy (IL) skills among undergraduate students in public universities, with a focus on discovering which features, interfaces, and institutional supports most effectively enhance research competencies. Employing a mixed-methods design, the research combines a cross-sectional survey of 1,200 undergraduates across five public universities with in-depth interviews of 40 students and 12 librarians or information literacy instructors. The quantitative component measures IL dimensions—identifying information need, locating information, evaluating sources, using information ethically, and managing citations—using a validated instrument adapted to the digital library context. It also captures usage patterns, perceived ease of access, perceived relevance of digital collections, and digital literacy self-efficacy. The qualitative strand explores users’ experiences with specific digital library features such as discovery layers, federated search, curated subject guides, open access repositories, mobile access, personalized recommendations, and integrated citation tools. A parallel analysis of library analytics provides objective indicators of engagement, including login frequency, search success rates, session duration, resource downloads, and authentication hurdles. Data will be analyzed using descriptive statistics, multiple regression to identify predictors of IL proficiency, and structural equation modeling to test a theoretical framework linking platform attributes to IL outcomes. The study also employs thematic coding to elucidate perceived barriers, enablers, and the role of instructor guidance and information literacy instruction in shaping digital library use. Anticipated findings include a positive association between robust digital platform features (intuitive search interfaces, comprehensive metadata, persistent access, and seamless citation integration) and higher IL proficiency, particularly in evaluating sources and ethical use of information. The research expects to uncover disparities related to year of study, disciplinary affiliation, prior IL training, and digital access equity, highlighting groups that may benefit most from targeted interventions. The study also aims to identify institutional practices that optimize IL development, such as embedded IL modules within digital platforms, librarian-led online workshops, and collaborative repository curation. Potential limitations include self-report bias, cross-sectional design restricting causal inference, and variability in platform implementations across universities. Ethical considerations address informed consent, data privacy, and the responsible reporting of sensitive student performance indicators. The findings are intended to inform university libraries, information literacy practitioners, and policymakers about effective digital library configurations and instructional strategies that improve IL outcomes, reduce information overload, and promote ethical scholarship in a rapidly evolving digital information ecosystem. Recommendations will encompass (a) design enhancements for discoverability and usability, (b) scalable IL instruction aligned with platform use, (c) targeted support for underserved student groups, and (d) ongoing assessment frameworks that integrate library analytics with learning analytics to monitor progress and guide continuous improvement.

Project Overview

What This Project Is About

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A simple study of how digital library platforms affect students' ability to find, evaluate, and use information for coursework. It compares different online library tools and how easy they are for undergraduates to use in public universities.

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The Problem It Addresses

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Many students struggle with locating trustworthy sources, organizing research, and judging source quality. With multiple digital platforms available, it is unclear which features help or hinder information literacy for undergraduates in public universities.

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Objectives of the Project

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1. Assess students’ information literacy skills before and after using digital library platforms.
2. Identify which platform features most support research tasks (search, filtering, citation).
3. Compare user experiences across different public universities.
4. Provide practical recommendations to librarians and instructors.

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What You Will Do Step by Step

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1. Review existing literature on information literacy and digital libraries.

2. Select a sample of undergraduate students from public universities.

3. Design simple tasks and rubrics to measure information literacy skills.

4. Have participants use chosen digital library platforms and record findings.

5. Collect feedback on usability and perceived usefulness.

6. Analyze data to identify trends and differences between platforms.

7. Discuss results and provide recommendations for libraries and teaching staff.

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Expected Outcome

The project should show which digital library features support information literacy best, offer guidance for improving training, and help public universities choose and promote effective platforms.