Ngọzi Njideka Okechukwu, Chinemerem Chika Jacinta, Nnatu Agatha Ujunwa

Digital literacy and competencies in library and information science education students in Nnamdi Azikiwe University Awka

Introduction

Digital literacy and competencies in library and information science education students in nnamdi azikiwe university awka. Explore digital literacy & competencies of LIS students at Nnamdi Azikiwe University. Discover curriculum effectiveness, pedagogical impacts, and strategies to enhance digital skills.

Abstract

This study delves into the digital literacy and competencies of Library and Information Science (LIS) students at Nnamdi Azikiwe University, Awka. Employing a quantitative approach with a descriptive survey design, data were gathered from 68 participants via a structured questionnaire on Google Survey. The questionnaire, using a 4-point Likert scale, covered demographic details, digital literacy levels, perceived curriculum effectiveness, impacts of pedagogical methods, identified barriers, and suggested improvement strategies. Analysis through descriptive statistics and Analysis of Variance (ANOVA) provided understandings into the digital proficiency of LIS students, revealing notable gender differences. Results highlighted the expectations for LIS students to excel in digital libraries, archiving, system software, and communication. However, varying curriculum effectiveness was noted, influenced by accreditation standards and faculty expertise. Pedagogical methods such as hands-on learning and collaborative projects were found to enhance digital competencies, despite existing barriers like funding limitations and rigid curricula. The study advocates for curriculum enhancements, innovative pedagogy, and strategic interventions to bolster digital literacy in LIS programs.

Review

This study addresses a highly pertinent and critical area within contemporary Library and Information Science education: the digital literacy and competencies of LIS students. Given the rapid evolution of information landscapes and the increasing digitization of library services, assessing students' preparedness in this domain is fundamental for their future professional success. Employing a quantitative descriptive survey design, the researchers gathered data from 68 LIS students at Nnamdi Azikiwe University, Awka, using a structured Google Survey. The investigation covered a comprehensive range of aspects, including students' literacy levels, curriculum effectiveness, pedagogical methods, and inherent barriers, providing valuable insights into the current state of digital proficiency among this cohort. The methodology adopted, utilizing a structured questionnaire and statistical analyses like descriptive statistics and ANOVA, appears suitable for gauging perceptions and identifying potential differences. A key strength lies in the study's comprehensive scope, moving beyond mere assessment of literacy to explore the influencing factors of curriculum, pedagogy, and systemic barriers. The finding of "notable gender differences" in digital proficiency is particularly intriguing and warrants deeper exploration, as it could inform targeted interventions. However, the relatively small sample size of 68 participants, while potentially representative of a specific cohort within one university, might limit the generalizability of the findings to the broader LIS student population or other educational contexts. Furthermore, while the abstract highlights "varying curriculum effectiveness," a more detailed exposition on the specific dimensions or areas where these variations were most pronounced would have strengthened the analytical depth. The study's advocacy for curriculum enhancements, innovative pedagogy, and strategic interventions directly addresses the identified challenges and provides clear, actionable recommendations for LIS programs. The emphasis on hands-on learning and collaborative projects as effective pedagogical methods is well-founded and should be prioritized. For future research, it would be valuable to expand the sample size across multiple institutions to enhance generalizability and conduct qualitative follow-up studies to gain richer contextual understanding of the "notable gender differences" and the specific nature of "funding limitations and rigid curricula." Exploring the long-term impact of improved digital literacy on graduate employability would also be a crucial next step, solidifying the practical implications of this important work.

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