Impact of Digital Literacy Training on Undergraduate Library Science Students’ Readiness for Hybrid Information Services in Public Libraries

Project Abstract

This study investigates how digital literacy training influences undergraduates in library science programs and their preparedness to deliver hybrid information services in public libraries. The research adopts a mixed-methods design, combining quantitative surveys with qualitative interviews to capture a comprehensive view of competencies, attitudes, and perceived readiness among final-year students. The quantitative phase employed a validated digital literacy assessment and a tailored readiness scale to measure students’ abilities in information retrieval, digital content creation, data privacy and ethics, user-centered service design, and technological adaptability. The qualitative phase explored experiential insights through semi-structured interviews with students, librarians, and information service managers, as well as focus group discussions with recent graduates employed in public libraries. Data were collected across three public library networks in a metropolitan region, ensuring representation of urban, peri-urban, and community library contexts. The study examines the impact of structured digital literacy training modules—covering search strategies, digital curation, emerging information technologies, assistive technologies, metadata literacy, and service design for hybrid environments—on students’ knowledge integration, confidence in delivering online and offline services, and ability to troubleshoot user-facing digital inquiries. Findings indicate a positive correlation between completion of the training program and higher self-efficacy in guiding patrons through hybrid service workflows that combine in-person, online chat, email, and mobile app interfaces. Students demonstrated improved competencies in evaluating digital resources, applying privacy and copyright considerations, and facilitating digital inclusion for diverse user groups. The research reveals that experiential learning components—such as real-world assignments with public libraries, partnerships with library staff, and simulations of hybrid service scenarios—significantly enhance readiness compared to traditional curricula. The study identifies critical gaps, including inconsistent exposure to library management systems, limited experience with user analytics, and variable access to high-quality digital content in some institutions. It proposes a model of digital literacy integration within the library science curriculum that aligns coursework with anticipated public library service demands, emphasizing iterative assessment, reflective practice, and collaborative problem-solving. Implications for library education include the need for standardized competency frameworks, scalable training modules, and partnerships with public libraries to provide authentic practice settings. The research contributes to policy and curriculum development by highlighting essential digital literacy skills for frontline service delivery in hybrid environments, addressing equity considerations, and informing professional development for practicing librarians. Limitations include regional sampling bias and potential self-reporting inaccuracies in readiness measures. Suggestions for future work call for longitudinal tracking of graduates’ performance in public libraries and comparative studies across different geographic and socioeconomic contexts to validate and refine the proposed training models. Overall, the study underscores the pivotal role of digital literacy training in equipping future library professionals to design and deliver inclusive, efficient, and user-centered hybrid information services in contemporary public library settings.

Project Overview

What This Project Is About

---

A plain-language overview of how digital literacy training can prepare undergraduate library science students to offer and manage hybrid information services in public libraries, blending online and in-person resources to meet diverse user needs.

---

---

The Problem It Addresses

---

Many public libraries struggle to provide seamless information access as user needs shift between digital and physical formats. Library staff may lack confidence or skills to teach digital literacy and to run hybrid services effectively.

---

---

Objectives of the Project

---

1. Assess current digital literacy levels among final-year library science students.
2. Identify gaps between theory learned in coursework and skills used in public libraries.
3. Develop a training module to improve readiness for hybrid information services.
4. Evaluate the impact of the training on students’ confidence and competence.
5. Provide recommendations for curriculum enhancement and library practice.

---

---

What You Will Do Step by Step

---

Review existing literature on digital literacy and hybrid information services; design a training module; recruit participants; implement the training; collect feedback through surveys and simple skills tests; analyze results to measure changes in readiness; refine the module based on findings.

---

---

---

---

Expected Outcome

Anticipated improvements in students’ digital literacy, confidence in delivering hybrid services, and actionable recommendations for libraries and teacher education programs.