Impact of Digital Literacy Training on Students’ Information-Seeking Behaviors in Public University Libraries: A Case Study

Project Abstract

This study investigates how structured digital literacy training influences the information-seeking behaviors of undergraduate students in the libraries of a public university, employing a case-study design to capture in-depth, context-specific insights. The research addresses the rising concern that students often rely on fragmented search strategies and superficial evaluative skills when navigating vast digital databases, institutional repositories, and open-access platforms. A mixed-methods approach was utilized, integrating quantitative surveys to measure changes in information-seeking efficiency, source credibility assessment, and search strategy sophistication, with qualitative interviews and focus group discussions to explore nuanced shifts in attitudes, motivation, and perceived barriers. The theoretical framework draws on information behavior models, digital literacy theory, and constructivist learning principles to examine how training translates into observable practices in real-library settings. The study was conducted over an academic year and involved a sample of purposively selected undergraduate students from diverse disciplines, librarians, and instructional designers. Baseline data established pre-training competencies, including metadata awareness, keyword strategizing, evaluation of information sources, citation practices, and use of library discovery tools. The digital literacy training program comprised modular workshops aligned with the library’s information literacy outcomes, emphasizing search design, source credibility, copyright literacy, data management, academic integrity, and ethical information use. Following training, participants were exposed to applied tasks within library information portals, databases, and reference services, enabling a practical assessment of knowledge transfer. Key findings reveal statistically significant improvements in search effectiveness, characterized by increased success rates in locating scholarly sources, more precise keyword selection, and enhanced use of advanced search operators. Participants demonstrated improved critical appraisal skills, with greater proficiency in distinguishing scholarly from non-scholarly sources and in recognizing biases and methodological limitations. The study also uncovers persistent gaps related to information overload, time management, and the evaluation of non-traditional sources such as grey literature and social media information claims. Qualitative data illuminate a shift toward proactive information behavior, with students engaging more frequently in consultative sessions, planning information-seeking processes, and reflecting on their search strategies. The role of librarians as instructional partners emerged as pivotal, highlighting the importance of ongoing, modular training integrated into the academic calendar, as opposed to one-off interventions. Implications for library practice include the need for scalable digital literacy curricula, continuous assessment of information literacy outcomes, and the development of user-centered guidance that addresses both cognitive and metacognitive aspects of information seeking. The study contributes to understanding how digital literacy training can transform not only technical search skills but also epistemic practices, promoting more autonomous, ethical, and evidence-based information behavior among undergraduates. Recommendations for policy, curriculum integration, and further research emphasize longitudinal tracking, cross-disciplinary adaptations, and the exploration of digital literacy’s impact on subsequent academic performance.

Project Overview

What This Project Is About

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The project looks at how teaching digital literacy skills affects how students search for and use information in public university libraries. It explores whether training in search strategies, evaluating sources, and using online tools changes the way students locate, understand, and apply information for their studies.

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The Problem It Addresses

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Many students struggle with finding reliable information quickly, especially online. Libraries offer digital literacy training, but it’s unclear how effective it is at changing daily information-seeking habits. This project investigates whether such training improves students’ ability to find quality sources and apply them to their coursework.

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Objectives of the Project

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1. Assess current information-seeking habits of students before training.
2. Deliver a structured digital literacy training program focused on search skills and source evaluation.
3. Measure changes in information-seeking behavior after training.
4. Identify which parts of the training have the most impact.
5. Provide practical recommendations for library services and teaching practice.

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What You Will Do Step by Step

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1. Review existing literature on digital literacy and information behavior.
2. Design a training module for digital search and source evaluation.
3. Recruit participating students and collect baseline data on their search habits.
4. Deliver the training and collect post-training data.
5. Analyze data to compare pre- and post-training behaviors.
6. Interpret findings and identify effective components of the training.
7. Draft recommendations for library programming and policy.
8. Prepare the final project report and present findings.

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Expected Outcome

Expected outcomes include improved search strategies, better source evaluation, and more efficient use of library digital resources. The project should offer evidence on the value of digital literacy training and practical steps libraries can take to enhance students’ information-seeking behavior.