The Role of Librarians in Promoting Digital Literacy among Undergraduate Students in Universities in South-South Nigeria

Abstract

This study examined the role of librarians in promoting digital literacy among final-year
undergraduate students in public universities in South-South Nigeria. The population comprised 1,000
final-year students from six purposively and randomly selected universities across three states (Rivers,
Delta, and Cross River). Using a multi-stage sampling technique, purposive state selection, random
university selection, proportionate stratified faculty allocation, and simple random sampling a sample
of 400 students was drawn. Data were collected via the Digital Literacy and Librarians’ Promotional
Role Questionnaire (DL-LPRQ-FS), a 37-item Likert-scale instrument (Sections B-D: 5-point scale,
Cronbach’s α = 0.872). Validity was confirmed by expert review. Descriptive statistics (means,
standard deviations) assessed digital literacy levels and challenges, while inferential tests (Pearson
correlation, logistic regression) examined relationships. Findings revealed a moderate overall digital
literacy level (mean = 2.39), hindered by major challenges: inadequate internet access (mean = 3.90,
78% high impact), computer anxiety (mean = 3.70, 62%), insufficient training (mean = 3.60, 65%),
and limited device access (mean = 3.45, 58%). Students perceived librarians' roles positively (high
means in information sessions and workshops), with training significantly boosting skills (OR = 1.66,
p = 0.007) and skills correlating with resource usage (r = 0.39, p < 0.001). The study concludes that
systemic barriers limit digital literacy, but librarians are crucial in mitigation. Recommendations
include enhanced ICT infrastructure, mandatory librarian-led workshops, device subsidies, and policy
integration of digital literacy in curricula to empower students.