Digital Literacy Skills of University Librarians: A Predictor of the Digital Reference Services Provided

Islamic university students face challenges in searching for digital references, particularly in utilizing available e-resources, both online and in university libraries. A lack of digital literacy skills, especially in accessing Arabic-language sources, poses a significant obstacle to their academic progress. This study aims to analyze the level of digital literacy skills among Islamic university students in finding digital references and to identify the challenges they encounter. This research employs a quantitative approach with a descriptive method. Data were collected through questionnaires, observations, and document analysis. The study population consists of Islamic university students, with validity testing conducted using the Pearson product-moment formula and reliability testing using Cronbach’s alpha. The findings indicate that students' digital literacy skills in utilizing e-resources are relatively high, with an average total score of 3.25 on a 0.8 scale. This score falls within the moderate category (2.6–3.4). Nevertheless, significant challenges remain in utilizing digital references, particularly in Arabic-language materials, highlighting the need for university policies to enhance students' digital literacy skills, particularly in religious faculties. The study concludes that strengthening digital literacy strategies is essential for improving access to and utilization of academic references in Islamic higher education institutions.

Purpose This study aims to examine the relationship between personality traits and digital literacy skills among university librarians of Punjab, Pakistan. Design/methodology/approach Five research hypotheses were established to achieve the study objectives. Two instruments; namely, “big five inventory (BFI)” scale of personality traits and a structured questionnaire of digital literacy skills (library literacy, computer literacy, tool literacy, information retrieval literacy and research support literacy) were used to collect the data. Pearson correlation test and correlation research design were used to examine the relationship between digital literacy skills and personality traits of university librarians. Findings The findings of the study revealed significant relationships between personality traits and all digital literacy skills. The study concluded that librarians having the extraversion trait are more inclined toward digital literacy skills and they can perform well in the libraries as compared to professionals with other traits. Research limitations/implications This study measures the digital literacy skills among the librarians of “higher education commission” recognized universities of Punjab, Pakistan. The study conclusions and findings are limited in scope to only the librarians of these universities. Such topic has no previous research. Practical implications This study has practical implication for university libraries, library associations, librarians and library professionals. The results of the study are also useful for librarians to acquire digital literacy skills, which are necessary in the current digital environment to manage the libraries. Social implications Library professionals can get digital literacy skills to face the challenges of digital age. Originality/value Some researchers examined the relationship of personality traits with the social networking sites, internet addiction, knowledge sharing behavior, information seeking behavior and academic performance. This study in particular identified the relationship of personality traits with the digital literacy skills, which are essential for managing the libraries. It helps libraries to find suitable library professionals and also help managers in assigning the duties based on these personality traits and digital literacy skills.

[Introduction]: This article argues that digital curation—the art and science of searching, analysing, selecting, and organising content—can be used to promote the development of digital information literacy skills among higher education students. Rather than relying on institutionally approved journal articles that have been pre-ordained as suitable for a given purpose, digital curation tools allow students to evaluate the quality of Web based-based content and then present it in an attractive form, all of which contributes to the cultivation of their digital literacy skills. We draw on a case study in which first- year information and communications technology (ICT) students used the digital curation platform Scoop.it to curate an annotated collection of resources pertaining to a particular topic. The notion of curation has undergone a significant transformation in the wake of an increasingly digital society. To 'curate,' traditionally referred to as 'taking care,' has morphed into a process of cataloguing, accessing, and representing artefacts. In the digital age, curation is a way of sifting, organising, and making sense of the plethora of information; it has become an important life skill without which one cannot fully participate in digital life. Moreover, the ready availability of information, made possible by the ubiquity of Internet technology, makes digital curation an essential skill for the twenty-first 21st century learner. In answer to this need, we are seeing the emergence of suites of digital tools, dubbed ‘curation’ tools, that meet the perceived need to locate, select, and synthesise Web content into open, user-organised collections. With information overload, a distinctive feature of the Internet, the ability to sift through the noise and dross to select high- quality, relevant content—selected on the basis of authority, currency, and fitness-for-purpose—is indeed a valuable skill. To examine this issue, we performed a case study in which a group of first- year Information and Communication Technology (ICT) students curated Web- based resources to inform an assessment task. We argue that curation platforms, such as Scoop.it, can be effective at cultivating the digital information literacy skills of higher education students.

Teaching learners digital literacy skills is a challenging experience for both teachers and learners, especially for learners with visual impairment. The disability, such as visual impairment, comes with its own complexities that make learning digital literacy skills quite difficult. It was in this context, the present study sought to explore how learners with visual impairment were learning, acquiring and developing digital literacy and technical skills in the Zambian secondary school system. The study used a descriptive case study research design supported by qualitative approaches. The sample size was 12 (3 teachers and 9 LwVI). The participants were drawn from special education schools in the district. Homogeneous sampling was used to select teacher participants, while, learners were selected using an expert sampling technique. Data was collected using in-depth interview guides and observation checklists. The data from fieldwork, was analysed using thematic analysis approaches. The findings revealed that LwVI were learning basic digital literacy skills, such as; keyboarding, input and navigation skills, word processing skills, online communication, spreadsheets and digital presentations. On technical skills, it was found that LwVI were being exposed to: hardware and software knowledge; how to apply software skills - online research skills; information management skills; digital content creation; how to use digital media as well as digital collaboration. It was, however, also found that LwVI often faced several challenges in attempting to learn digital literacy and computer technical skills. These ranged from: lack of accessible to assistive technology, resources, difficulties with visually-based online platforms and issues of inadequate collaboration in the teaching and learning of such skills. The study equally, showed that there were socio-economic barriers, teachers' teaching inadequacies, high cost of devices, internet connectivity challenges and electricity outages, which negatively impacted on the teaching and learning of digital skills in the case of LwVI in secondary schools in Zambia. The study concluded that, although findings cannot be generalizable to other areas in Zambia, efforts were being made to expose learners with visual impairment to digital literacy skills in the study schools. This has the potential of enhancing the learning of LwVI with time. The study recommends that schools encourage teachers to use strategies which are more inclusive and sustainable in the teaching of digital literacy skills to LwVI. Additionally, teachers should make efforts to use differented learning to ease access to digital literacy skills among LwVI.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0062/a.php" alt="Hit counter" /></p>

The use of HOTS skill-based e-learning can be used as one of the ways to provide HOTS skills and digital literacy skills. This study aims to determine the effectiveness of HOTS-based e-learning in improving HOTS skills and digital literacy skills of high school students. This study used a quasi-experimental method. The research design used was non-equivalent control group design. The samples in this study were XI Science class students consisting of 38 people determined by purposive sampling technique. This research was conducted on two classes, namely the experimental class (learning using HOTS-based e-learning) and the control class (learning using e-learning not based on HOTS). The results showed that there was a significant difference in the mean between the experimental and control classes on digital literacy and higher order thinking skills. T test on the value of digital literacy skills of HOTS skills shows the number (2-tailed = 0.000 < α (0.05), which means that there is a difference in the effectiveness of using HOTS-based e-learning with e-learning not based on HOTS to improve students' digital literacy skills. Then the results showed that there was a significant difference in the average high-level thinking skills of students between the experimental class and the control class. Showing the T-test number on the value of digital literacy skills shows the number (2-tailed = 0.000) < α (0.05), it means that there is a difference in the effectiveness of using HOTS-based e-learning with ordinary e-learning to improve students' digital literacy skills. The N-Gain score criteria for using HOTS-based e-learning to improve digital literacy skills fall into the medium category (N-gain = 0.56) and the use of HOTS-based e-learning to improve higher order thinking skills in the medium category (N-gain = 0.83).

Postgraduate students have lot of workload, which makes them to search for information in electronic resource databases. However, they require digital literacy skills to ensure they can access educational resources online effectively, supporting lifelong learning and research. Existing literature indicates that many users in Kenyan university libraries do not fully utilize electronic resources due to an inadequacy of digital literacy skills. Although electronic resources in libraries are globally acknowledged for aiding research, challenges persist due to technological advancements, necessitating digital literacy skills for effective searching, retrieval and utilization. The objective of the study was to investigate the level and application of digital literacy skills of postgraduate students in facilitating adequate usage of electronic resources. A mixed-method approach was adopted taking on survey design and utilizing concurrent parallel design when interpreting and deriving conclusions. Quantitative data was collected from postgraduate students and qualitative data from library staff. The sample consisted of 118 postgraduate students randomly sampled from 150 postgraduate students and 5 librarians out of 7 were purposively sampled. Qualitative data was analysed using content analysis while quantitative data was analysed using frequency distribution and cross tabulation methods. Tables, charts, graphs and thematic discussions were used to present the data. The key findings of the study revealed that postgraduate students possess different levels of digital literacy skills, majority of postgraduates and librarian’s digital literacy skills were inadequate; majority of the respondents stated that ICT facilities were inadequate. The study concludes that the digital literacy skills of postgraduate students and librarians are inadequate and this limits the utilization of electronic resources. The study recommends librarians to offer regular digital literacy and electronic resources training to improve the level of digital literacy skills of postgraduate students, increase and improve on ICT facilities at Moi University Library.

Digital reference service is a network that placed expertise or skill, human intermediation and resources at the disposal of users in an online environment, employs automated tools and allowing human experts to concentrate or focus on difficult questions. It is viewed that digital reference service occurs when a question is received and responded electronically. Therefore, the aim of the paper is to examine unobtrusively the quality of university libraries in formulating responses to questions asked via asynchronous digital reference service. Asynchronous digital reference service is assessed based on its responsiveness, style and scope of answers, communication process, quality of the answers and service evaluation. The findings of this study implies that library needs to apply Digital Reference Guidelines from International Federation of Library Associations and Institutions (IFLA) and Guidelines for Cooperative Reference Service Policy Manuals from Reference and User Services Association (RUSA) in providing digital reference service. Besides, the researchers also recommend that the Malaysian university libraries should follow the way of international university libraries in serving information to their users since international university libraries provide faster and prompt response to the questions given by the users. In future, this study will lead to construct a guideline towards excellent digital reference service and a model of good library staff that provides services efficiently and effectively at all times.

Objective – To evaluate the quality of academic libraries’ virtual reference services and measure compliance to the Reference & User Services Association’s (RUSA’s) Guidelines for Virtual Reference & User Services.
 
 Design – Qualitative research study evaluating virtual reference chat sessions using RUSA’s Guidelines for Virtual Reference & User Services.
 
 Setting – Virtual reference environments in public academic libraries in the United States.
 
 Subjects – Twenty virtual reference providers from public academic libraries.
 
 Methods – Initially researchers selected 1 academic library out of each of the 50 states to evaluate for quality virtual chat reference services, however because of factors including time and availability of virtual chat services to unaffiliated institutions; the sample included only 20 academic libraries.
 After selecting the 20 academic libraries for evaluation, researchers posed as virtual chat reference patrons using emails and aliases that had no affiliation to any particular institution. Researchers then asked the librarian or library staff a two-part question making sure to leave out any library jargon or anything that would lead the virtual chat reference operator to recognize that they are also affiliated with a library or library school. Using the RUSA Guidelines for Virtual Reference & User Services, researchers then evaluated their virtual chat reference experience for the following: Approachability; Interest; Listening/Inquiring; Searching; Follow-Up; Suggests patron call or visit the library.
 
 Main Results – When evaluated for jargon-free websites and overall usability in finding all types of reference services, 80% of the library’s websites were easy to use and jargon free, reflecting overall high usability. Evaluation of library staff’s ability to maintain “word contact” by writing prompts to convey interest in the patron’s question left some room for improvement. Sixty percent of researchers coding their virtual reference experience thought the level of contact was below expected. Information regarding question and answering procedures, question scope, types of answers provided and expected turnaround time for questions was only available in 30% of examined websites. Thirty-five percent of researchers felt that library staff members gathered enough information to answer the question without compromising privacy, however, 25% thought that staff members gathered a very small amount of information on the patron’s need, although privacy never felt compromised. When researchers evaluated the library staff member on their ability to explain how to utilize resources properly, 50% thought the instruction provided was below average. Although 15% believed they received “superior instruction.” Seventy-five percent of the researchers were not asked by a library staff member if the question received an
 adequate answer, 50% of reference transactions library staff did not consult a librarian or expert, and in 55% of transactions the staff member did not suggest that the patron visit or call the library.
 
 Conclusion – While the researchers received some valuable information about the need to improve virtual reference services in academic libraries, there were some flaws in their research. The question they developed was almost too clear and made it difficult for the individual answering the chat reference to adequately perform a reference interview or ask probing questions. It is possible that because researchers carefully planned out their question they set themselves up to create an interaction that would not normally occur in a virtual chat reference environment. Also, because researchers were unable to evaluate what was occurring in the environment surrounding the virtual chat reference providers it was impossible to make a judgment on the speed or length of the interaction. The researchers did come away from the study with results that point to a need to utilize the RUSA guidelines in order to conduct effective reference interviews, maintain appropriate contact with the user when engaging in chat reference, provide instruction and point patrons to quality resources as well as consult an expert on the topic if needed. They surmised that if libraries utilized these guidelines, virtual chat reference services would be improved.

University libraries in Kenya are deficiently prepared to launch and operationalize full-fledged off-campus information products and services; hence, the wavering support for off-campus learning and teaching. The purpose of this study was to assess the digital literacy skills of selected university libraries in supporting off-campus teaching. The study was anchored on the technological pedagogical content knowledge model. Data was obtained from Kenyatta, Nairobi and Kenya College of Accountancy universities. A descriptive survey research design was employed and the target population was 127 university library staff and 491 faculty members from business, education, information technology, and graduate studies departments. Census of all the library staff was done, while a sample size of 220 faculty members was obtained using a stratified sampling technique. A semi structured questionnaire was used to collect the data. Validity and reliability tests were conducted on the data instrument. Data was analyzed using descriptive statistics, correlation and thematic analysis. The findings indicated that digital literacy skills had a positive and significant relationship with off-campus teaching at selected university libraries in Kenya. The study concluded that digital literacy skills had a positive and significant relationship with off-campus teaching at selected university libraries in Kenya. The study recommended library management to strengthen digital literacy skills. In particular, the library management should focus on the following critical skills: literacy searching skills, citing and referencing skills, literature synthesizing skills, and scholarly writing skills. The study makes significant contribution to policy, theory and practice in the field of information science

This study aimed at investigating students’ digital literacy skill of students Grade X and XI in Senior High School in Yogyakarta. There were three steps of this research. First, we constructed the item format and aspect of digital literacy skill. Second, the administration of this research to 193 students of science class in Yogyakarta which were selected randomly. The last, analysis data of students’ digital literacy skill based on educational level. For the profile of students’ digital we used descriptive and quantitative statistics (frequency and percent). To determine the significant difference of the students’ level we also used independent sample t-test. Result of this study showed that the students’ digital literacy skill of all students was very low level. In addition, there was significant difference of students’ digital literacy skill based on educational level. The conclusion was students’ digital literacy skill in Yogyakarta was very low and there must an effort to force these skills. Recommendation for the future study is to develop a learning model that can enhance students’ digital literacy skill. For the policy makers, learning based on digital literacy skill must be integrated on the curriculum. ICT learning should be thought to students in Indonesia, especially in Yogyakarta.

Digital literacy skills are important, for university students, who are qualified human resources of countries, to have the digital literacy skills to meet the needs of the current age. However, in university libraries where digital technology is used extensively, it is thought that users who do not have or have low digital lit-eracy skills will not benefit from these libraries in the maximum level possible. It is therefore recognized that the determination of the digital literacy levels of the users, to whom services are provided, is important in diversifying the services and training provided to the users. This study is conducted in order to determine the current awareness and skills of students in relation to digital literacy studying in the first grade of departments of Psychology, History, Turkish Language and Literature (TLL), and Contemporary Turkish Dialects and Literatures (CTDL) at Bartın University. Using quantitative research method, the data used in this study was obtained by using survey technique. Within the framework of the responses of 226 participants to the survey questions, the study investigated whether there were any differences between students' digital literacy skills and awareness on the basis of departments and technology usage habits. The study shows that students' skills and awareness about digital literacy vary according to the departments they study in and their technology usage habits. It is observed that the Psychology de-partment received the highest average for the information technology usage habits among the participants.

This research investigated the informal use of two children's digital reference services that were used for purposes unintended by the designers. The motivation for this research was to explore the ways that children bend to their own informal uses the formal tools designed to support their education. Research questions included, How and with what frequency do children use digital reference services to answer their own questions? Do digital reference services support self-initiated learning? Could digital reference services support the transfer of student motivation and curiosity from formal education to informal education? What do instructional and software designers need to consider in creating tools that support a notion of transformed education and learning? Results answered these questions and uncovered several unanticipated findings. Digital reference services were shown to support efforts to interest children in science-related careers as early as fourth or fifth grade and to support self-initiated learning in science. Unanticipated findings showed that students ask different kinds of questions as they progress through school, and they should receive training in the use of digital reference services in elementary school. Further conclusions provide insights for digital reference software and service design and suggestions for more strategic pedagogical use of digital references services.

PurposeThe purpose of this paper is to assess digital literacy skills possessed by library and information professionals working in university libraries in Africa.Design/methodology/approachOnline questionnaire was developed to collect data from 214 librarians working in various university libraries in English-speaking countries in Africa.FindingsThe study found that librarians working in university libraries in Africa rated their database search skills, uploading documents to online platforms, skills in using different social media, sending and receiving e-mails skill, digital library development skills, skills in applying new technologies into library services, ability to create different file formats and ability to use open source software as very high. While, metadata development skills, and library website development skills were rated to be moderate and low. Overall, the librarians rated their level of digital literacy skills possessed to be moderate, and differences emerged between librarians in Nigeria and South Africa with regard to digital literacy skills possessed.Practical implicationsThis study attempts to identify skills that are central to librarians working in university libraries. The study will be useful for trainers who want to arrange training for academic librarians in Africa and other developing countries. For some library schools, it may help them to review their curriculum in accordance with the required skills and competencies for academic librarians in the market.Originality/valueFindings will be helpful to explore the skills and competencies needed by information professionals and to act as a guideline for competency development and curriculum update in library schools in developing countries.

Rationale of Study – This paper investigated provision of digital reference services in selected Nigerian state university libraries. The study examined how digital reference service can improve information service delivery to library users in Nigerian university libraries.Methodology – A survey research method was adopted for the study. The population of the study comprised of 45 professional librarians from three university libraries. These are Delta State University Library, Abraka; Niger Delta University Library, Amasoma; and River State University of Technology library, Port Harcourt. The population of librarians in the three institutions was small. So, the whole population formed the sample size and was used for the study. A questionnaire was used to collect data for the study. Data were analysed using descriptive statistics.Findings – The study revealed that digital reference services offered in the university libraries include instructions, guidance, information and research assistance and consultation to library users. Social media like Facebook and Twitter, text-based chats, email correspondences, live chat and telephone communication are all channels through which digital reference services are delivered in the state university libraries studied. Effects of digital reference services on university libraries include increased patrons’ interactions, speed of service delivery to users and accessibility of information services. Challenges faced in the provision of digital reference services were low bandwidth in remote areas, hitches in downloading articles, slow Internet connection and insufficient support for reference librarians.Practical Implications – The findings will serve as a reference point for other university libraries considering offering digital reference service.Originality – This is an original research study. This study is the first of its kind in the study area

The study examines the influence of digital literacy skills on electronic resource utilization by undergraduates in public university libraries in Lagos, Nigeria. The study adopted a survey research design which utilized a self-structured questionnaire titled: “Digital literacy skills & electronic resources utilization by undergraduates” as instrument for data collection and measured on a four-point Likert-type scale. The population for the study was 49,165 undergraduates and sample size of 394 was selected from the 200-500 level. Data were obtained from undergraduates on the level of e-resources utilization and the level of digital literacy skills. A response rate of 351 representing 89.1% was achieved and data were analyzed using descriptive and inferential statistics. The finding revealed that undergraduates possessed a high level of e-resources utilization with a score of x=3.36 and a high level of digital skills with a grand of x=3.28. The finding further reveal that digital skill (β=0.434, t = 8.564, p<0.05) have a significant influence on electronic resource utilization. The study concludes that undergraduates in public universities in Lagos State have high digital literacy skills that significantly influence the use of electronic resources in libraries. The study recommends that management should improve in providing more digital literacy skills training programs that can help the undergraduates to sustain and acquire more skills in selected universities in Lagos State.