Impact of Digital Literacy Training on Undergraduate Library Science Students’ Information-Seeking Behavior and Research Competence

Project Abstract

This study investigates how structured digital literacy training influences information-seeking behavior and research competence among undergraduate library science students. It adopts a quasi-experimental design with a treatment group receiving a comprehensive digital literacy program and a control group continuing with the standard curriculum. The training program combines theoretical foundations of information literacy with practical, hands-on experiences in search strategies, database evaluation, citation management, academic integrity, data visualization, and scholarly communication. Data were collected over a full semester using a mixed-methods approach pre- and post-tests to measure information-seeking efficacy, search behavior analytics from library databases, and self-reported scales assessing research competence, confidence, and perceived digital literacy. Additionally, focus group discussions and in-depth interviews with participants, instructors, and librarians provided contextual insights into the learning process, barriers, and facilitators of digital literacy integration within library science education. Quantitative results indicate statistically significant improvements in the treatment group relative to the control group across multiple dimensions (1) information-seeking efficiency, including reduced time to locate credible sources and increased use of scholarly databases; (2) evaluation skills, reflected in higher accuracy in distinguishing peer-reviewed content and appropriate source types; (3) research design capabilities, such as better formulation of research questions, improved search strategy development, and more effective use of Boolean operators and advanced search features; (4) scholarly communication readiness, including proper citation practices and adherence to ethical standards. Effect sizes suggest medium to large practical significance in information-seeking self-efficacy and database literacy. Qualitative findings corroborate these results, revealing enhanced metacognitive awareness, greater autonomy in navigating digital ecosystems, and improved collaboration in information literacy tasks. Participants report that structured reflection, explicit feedback, and progressively complex search tasks fostered transferable competencies applicable to real-world library settings, including reference services, information literacy instruction, and research support. The study identifies critical mediators of effective digital literacy development, such as explicit alignment with course learning outcomes, scaffolded practice with authentic scholarly materials, and ongoing formative assessment. It also highlights challenges, including varying baseline digital competencies, limited access to premium databases for some students, and the need for continuous professional development among faculty to sustain digital literacy integration. The findings contribute to the theoretical understanding of digital literacy as a core component of library science education and offer practical implications for curriculum design, instructional strategies, and assessment practices. Recommendations include integrating iterative digital literacy modules across the program, incorporating authentic information-seeking projects, embedding reflective journaling, and establishing a community-of-practice for librarians and educators to share best practices. The study concludes that well-designed digital literacy training significantly enhances undergraduate library science students’ information-seeking behavior and research competence, with meaningful implications for improved information literacy instruction and better support for scholarly research in higher education.

Project Overview

What This Project Is About

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This project explores how teaching digital literacy to undergraduate library science students affects the way they search for information and how well they can conduct research. It looks at skills like finding reliable sources, evaluating online information, using library databases, and organizing findings for writing or presentations. The aim is to see if trained students perform better in finding relevant information and in understanding and applying research methods.

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The Problem It Addresses

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Many library science students struggle with efficiently locating trustworthy sources and using digital tools effectively. This can lead to poorer research outcomes and less confident information literacy. The study investigates whether structured digital literacy training can fill this gap and improve students’ information-seeking behavior and overall research competence.

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Objectives of the Project

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1. Assess baseline information-seeking skills among the target students.
2. Design and deliver a digital literacy training module tailored for library science students.
3. Evaluate changes in search effectiveness after training using predefined measures.
4. Measure improvements in research planning, sourcing, and citation practices.
5. Identify which components of the training have the greatest impact.

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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 in library science.
2. Develop a concise digital literacy training program focusing on search strategies, evaluation, and citation.
3. Recruit a sample of final-year library science students and assign them to control and experimental groups.
4. Deliver the training to the experimental group over a set period.
5. Collect data before and after training using surveys, practical search tasks, and rubric-based assessments.
6. Analyze data to compare performances between groups and identify significant improvements.
7. Interpret results and discuss practical implications for curriculum design.
8. Provide recommendations for integrating digital literacy into library science education.

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Expected Outcome

The project is expected to show improved information-seeking efficiency, higher quality source selection, and better research planning among students who receive digital literacy training. Results should support incorporating structured digital literacy into the library science curriculum and highlight best practices for teaching these skills.