Assessing the Impact of Digital Literacy Training on Undergraduate Library Science Students’ Information-Seeking Skills and Research Competence.

Project Abstract

This study investigates the effects of a structured digital literacy training program on information-seeking behaviors and research competence among undergraduate library science students. Employing a mixed-methods design, the research combines quantitative measures of information literacy skills, including source evaluation, citation accuracy, and search efficiency, with qualitative insights from in-depth interviews and reflective journals to capture students’ perceived competencies, attitudes, and challenges. The study was conducted at a mid-sized public university with a sample of 240 undergraduates enrolled in library science-related programs, randomly assigned to an intervention group receiving a 12-week digital literacy module and a control group continuing with standard curriculum. Pre- and post-tests utilized a validated Information Literacy Assessment Battery, plus additional tasks simulating real-world library research scenarios to assess information-seeking strategies, digital fluency, and scholarly writing proficiency. Qualitative data were collected through semi-structured interviews with 40 participants (20 from each group) and analysis of 60 reflective journal entries to contextualize numerical findings and reveal nuanced learning trajectories. The digital literacy training encompassed critical appraisal of online sources, advanced database navigation, metadata literacy, effective use of citation management tools, ethical information use, digital footprint awareness, and strategies for organizing and synthesizing information. Instruction leveraged active learning, hands-on lab sessions, collaborative problem-solving, and performance-based assessments aligned with ACRL framework standards. Quantitative results indicated statistically significant improvements in information-seeking efficiency, accuracy of source evaluation, and the ability to construct coherent research questions among the intervention group compared to controls (p < 0.05). Effect sizes suggested medium to substantial gains in searching competence, particularly in navigating proprietary databases, refining search queries, and applying advanced search operators. The post-test also revealed enhanced confidence in digital tool use and increased frequency of employing diverse information sources, including grey literature and Open Educational Resources. Qualitative analyses unveiled four core themes (1) shift in epistemic mindset from reliance on familiar sources to deliberate, criteria-based source selection; (2) empowerment through metadata literacy and search strategy customization; (3) perceived transferability of skills to coursework, capstone projects, and professional practice; and (4) persistent barriers, including time constraints, information overload, and access inequalities among certain user groups. Triangulation of data demonstrated alignment between performance improvements and participants’ perceived growth, while also highlighting gap areas such as critical interpretation of sources under time pressure and ethical considerations in digital scholarship. The study contributes to library science education by providing empirical evidence that targeted digital literacy training can substantially augment undergraduate students’ information-seeking skills and overall research competence, shaping curriculum design, instructional strategies, and assessment frameworks. Recommendations include integrating modular digital literacy across the curriculum, emphasizing iterative assessment of information literacy milestones, expanding access to diverse databases, and fostering reflective practice to sustain competent digital scholarship beyond graduation. Limitations include single-institution scope, potential Hawthorne effects, and variability in prior digital literacy exposure. Future research should explore longitudinal outcomes, scalability across diverse institutions, and the differential impact on multidisciplinary library science cohorts.

Project Overview

What This Project Is About

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This project looks at how teaching digital literacy skills affects how undergraduate library science students search for information and how well they conduct research. Digital literacy means being able to find, evaluate, use, and create information using digital tools. The study checks whether structured digital literacy training helps students locate reliable sources, understand information needs, and organize their research better.

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The Problem It Addresses

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Many library science students struggle with evaluating online sources and using modern search tools effectively. Without targeted training, they may rely on easily accessible but low-quality information, which can weaken their research quality and information-seeking confidence. The project explores whether training can fill these gaps.

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Objectives of the Project

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1. Assess current information-seeking skills among final-year library science students.
2. Design a focused digital literacy training module for information searching and evaluation.
3. Measure changes in students’ research competence after training.
4. Identify which digital tools and practices most improve information literacy.
5. Provide recommendations for curriculum enhancement in library science programs.

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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 in libraries.
2. Develop and pilot a concise digital literacy training module.
3. Recruit final-year students and collect baseline data on their information skills.
4. Deliver the training and conduct post-training assessments.
5. Analyze data to compare pre- and post-training results.
6. Interpret findings and discuss practical implications for teaching.
7. Draft recommendations for library science curricula.

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Expected Outcome

Expected outcomes include improved information-seeking skills, higher quality research outputs, greater confidence in using digital tools, and concrete recommendations for integrating digital literacy into library science education.