Impact of Digital Literacy Programs on Undergraduate Information-Seeking Behavior in University Libraries: A Case Study in Library Science Education

Project Abstract

This study investigates how digital literacy programs influence undergraduate students’ information-seeking behavior within university libraries, focusing on Library Science Education as a case study. Employing a convergent mixed-methods design, the research collects quantitative data through structured surveys administered to a representative sample of undergraduates across multiple faculties and qualitative insights via focus group discussions and in-depth interviews with library staff, information literacy instructors, and program coordinators. The primary aim is to determine whether participation in digital literacy initiatives—encompassing search strategy development, evaluation of online information, use of library discovery tools, and digital citation practices—predicts more effective information retrieval, increased information satisfaction, and reduced information overload. The study also examines demographic and academic variables (discipline, year of study, GPA, prior digital literacy exposure) to understand differential impacts and identify moderating factors such as prior information literacy competence, access to technology, and perceived relevance of digital tools to coursework. Data analysis integrates descriptive statistics, reliability testing of instruments, and multivariate regression to identify the strength and direction of relationships between program participation and information-seeking outcomes, controlling for confounders. The qualitative component uses thematic analysis to uncover nuanced experiences, barriers, and enablers encountered by students and librarians, including perceptions of program quality, instructional delivery modes (workshops, online modules, embedded librarianship), and the alignment of digital literacy curricula with disciplinary writing and research expectations. Triangulation of quantitative and qualitative findings enhances the validity of conclusions and provides a comprehensive understanding of how digital literacy programs shape search strategies, source credibility appraisal, metadata literacy, and the integration of digital tools into research workflows. Key outcomes include (1) identification of core digital literacy competencies most strongly associated with improved search efficiency and information quality; (2) elucidation of how program design—content scope, instructional methods, duration, and assessment—affects learner engagement and transfer of skills to course-related tasks; (3) assessment of library information services’ role in supporting autonomous learning and continued skill development beyond formal programs; and (4) actionable recommendations for optimizing digital literacy curricula within Library Science Education to enhance undergraduate researchers’ information resilience in an increasingly digital scholarly ecosystem. The study contributes theoretical insights into information behavior models in the academic library context and offers practical guidance for librarians, educators, and policy makers aiming to elevate undergraduate research capabilities through targeted digital literacy interventions.

Project Overview

What This Project Is About

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This project examines how digital literacy programs in university libraries influence how undergraduates search for and use information. It looks at what students know about digital tools, how they navigate online resources, and how libraries can support better information-seeking skills in everyday study and research tasks.

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The Problem It Addresses

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Many students rely on quick online answers and may struggle with evaluating sources, organizing information, or using library databases effectively. This gap can lead to poor research practices and underused library services. The project explores whether structured digital literacy efforts improve these behaviors and outcomes.

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Objectives of the Project

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1. Identify current levels of digital literacy among undergraduate library users.
2. Assess how digital literacy programs affect information-seeking strategies.
3. Explore changes in students’ ability to evaluate sources and manage citations.
4. Provide practical recommendations for library programs and services.

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What You Will Do Step by Step

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1. Review relevant literature on digital literacy and information-seeking.
2. Design a study plan and select a sample of undergraduates and programs.
3. Collect data through surveys, interviews, and observation of library use.
4. Analyze data to identify patterns and effects of literacy programs.
5. Interpret results and compare with existing research.
6. Draft findings, discuss limitations, and suggest improvements.

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Expected Outcome

Clear insights on whether digital literacy programs enhance students’ information-seeking behavior, with actionable recommendations for libraries to design more effective instruction and services.