Assessing the Impact of Digital Literacy Programs on Information-Seeking Skills in Undergraduate Library Science Education Programs

Project Abstract

Digital literacy programs have become foundational to information-seeking proficiency in undergraduate library science education, yet empirical evidence on their effectiveness remains fragmented across institutions. This study investigates the impact of structured digital literacy interventions on information-seeking skills among undergraduate library science students in three public universities. A mixed-methods design was employed, combining a quasi-experimental pretest-posttest control group framework with qualitative interviews to capture nuanced learning trajectories and contextual factors. The quantitative component involved 240 participants randomly assigned to intervention and control groups, spanning first to final year cohorts. The intervention comprised a 12-week modular program integrating search strategies, evaluation of information sources, metadata literacy, data ethics, and digital archival practices, delivered through a blended format of synchronous workshops and asynchronous activities, aligned with the ACRL Framework for Information Literacy for Higher Education. Validated instruments measured information-seeking skills, digital literacy self-efficacy, and perceived relevance to academic tasks at three points baseline, immediately after the program, and three months post-intervention. Qualitative data were collected via nine focus groups and 30 narrative interviews with students, librarians, and faculty to explore instructional experiences, contextual barriers, and perceived transfer of skills to research projects and capstone work. Data analysis employed ANCOVA to assess post-intervention differences controlling for baseline scores, and thematic analysis for interview transcripts to identify transformative learning experiences, gaps in instruction, and institutional support requirements. Preliminary findings indicate a statistically significant improvement in information-seeking proficiency for the intervention group compared with controls (p < .01), with effect sizes indicating moderate practical significance. Gains were most pronounced in craft skills related to source evaluation, advanced Boolean and field-specific searches, and the effective use of bibliographic databases. Self-efficacy in digital literacy showed a positive trajectory, correlating with enhanced task performance and greater independence in information gathering. Qualitative insights revealed that contextualized, discipline-relevant assignments, peer collaboration, and reflective practice substantially reinforced skill transfer to course-related research. Barriers identified include uneven access to high-speed connectivity, differing levels of prior digital literacy, and perceived gaps between library instruction and actual course workflows. The study also highlights the pivotal role of library staff in modeling information-savvy behaviors, fostering collaborative learning spaces, and integrating digital literacy within curriculum design rather than as standalone modules. Theoretical implications concern the alignment of digital literacy pedagogy with information literacy frameworks to optimize transfer across diverse academic tasks. Practice-based recommendations emphasize scalable, modular interventions integrated into core library science curricula, enhanced by continuous assessment and iterative refinement based on student feedback. Policy considerations address resource allocation for digital infrastructure, cross-departmental collaboration, and faculty development initiatives. The study contributes to a more coherent understanding of how digital literacy programs shape information-seeking competencies in undergraduate library science education, with implications for program design, instructional strategies, and student outcomes in an increasingly information-rich academic environment.

Project Overview

What This Project Is About

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This project looks at how digital literacy programs help undergraduate library science students improve their skills in finding, evaluating, and using information. It compares students who participate in digital literacy activities with those who do not, to see how quickly and accurately they can locate reliable sources and understand online information.

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The Problem It Addresses

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Many future librarians need strong information-seeking skills, but students often struggle with filtering misinformation and using online tools effectively. This project investigates whether structured digital literacy training can close these gaps and support better research habits.

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Objectives of the Project

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1. Assess students' baseline information-seeking skills.
2. Implement a digital literacy program tailored for library science students.
3. Evaluate changes in skill performance after the program.
4. Identify which parts of the program are most effective.
5. Provide practical recommendations for curriculum design.

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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.

2) Recruit participants from an undergraduate library science program.

3) Deliver a structured digital literacy module.

4) Collect data using tests, surveys, and practical search tasks.

5) Analyze results to compare pre- and post-program performance.

6) Discuss findings and limitations, and suggest improvements.

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Expected Outcome

Expected outcomes include improved accuracy in locating credible sources, better evaluation of online information, and a clearer understanding of how digital literacy supports library science education. The project aims to provide a ready-to-implement program outline for educators.