An assessment of digital literacy skills and knowledge-based competencies among librarians working in university libraries in Africa

Abstract

Purpose The purpose of this paper is to assess digital literacy skills possessed by library and information professionals working in university libraries in Africa. Design/methodology/approach Online questionnaire was developed to collect data from 214 librarians working in various university libraries in English-speaking countries in Africa. Findings The 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 implications This 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/value Findings 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.

Building Critical Thinking Skills Through a New Design Mobile-Based Interactive Learning Media Knowledge Framework

“…Digital literacy is critically described as the ability to locate the relationship between digital practice and power and have the capacity to understand the sociocultural context [44]. It can access and share various information sources practically from various media and the ability to present and communicate using processes and devices [8]. It also includes the awareness, attitude, and ability of individuals to utilize digital tools and facilities properly to identify, access, manage, integrate, evaluate, analyze, and synthesize digital resources, build new knowledge, create media expressions, and communicate with others, in the context of a particular situation in life, to allow constructive social action; and to reflect on this process [38].…”

“…It can access, comprehend, and create knowledge using devices, platforms, and tools generally called digital or information communication technology (ICT) [54]. A comprehensive definition of digital literacy is the knowledge, attitudes, and skills required to identify, find, access, retrieve, store, and organize information [8]. The focus here is essentially to solve problems, build new knowledge through technology and media in a critical, creative, flexible, and ethical way.…”

“…In the context of online learning, this ability is related to compiling a document or scientific article as a learning output of the subject that is being enrolled. The attitudes and perspectives of information users are behaviors associated with using digital information and communicating content containing information from other sources [8].…”

An evaluation of digital library education in library and information science curriculum in Nigerian universities

“…There are various types of digital competencies required to work in a digital library environment. The development of a digital library requires adequate digital skills and the use of appropriate digital library software, apply optical character recognition, assign metadata, acquire the knowledge to use a scanner for digitization and develop good and quality digital contents with high resolution (Baro et al, 2019). It is also essential to be able to manage digital library infrastructures and the equipment once the digital content has been developed.…”

“…Several studies conducted in Africa have reported that there is shortage of qualified library staff and educators in ICT and the library schools are not producing enough graduates with the necessary levels of expertise (Baro, 2010;Edegbo, 2011;Chikonzo et al, 2014;Emiri, 2015;Baro et al, 2019). According to Do et al (2019), the recognition of the need for digital library education was an enabling factor for digital library education development; however, the lack of lecturers who could implement digital library education programs was a barrier for digital library education development.…”