Digital Literacy Programs in Public University Libraries in North-Central Nigeria

This study examines Digital Literacy Programs in Public University Libraries inNorth-Central Nigeria. The study aims to assess their effectiveness in building 21st-century informationcompetencies among undergraduate students. A convergent parallel mixed-methods designwasused. Surveys were administered to 156 undergraduate students from six federal universitiesintheregion, and in-depth interviews were conducted with 12 library administrators. The Student DigitalLiteracy Assessment Questionnaire (SDLAQ, Cronbach ’s alpha = 0.87) served as the primaryinstrument. Data were analyzed using descriptive statistics and Chi-square test. Although91.7%oflibraries offer digital literacy programs, only 21.1% of students attained high competency(Mean=2.87, SD = 0.74). Digital Tool Proficiency scored lowest (M = 2.64) while Ethical InformationUsescored highest (M = 3.45). Students who participated in programs showed significantlyhighercompetency (χ² = 18.47, p < .001, Cramer’s V = 0.354), leading to the rejection of H₀₁. Emergingtechnology coverage was critically low: AI tools (18.2%), data visualization (18.2%), andmisinformation detection (36.4%), supporting rejection of H₀₂. Results indicate that whiledigitalliteracy programs positively impact student competencies, significant gaps exist in addressingemerging technologies and ensuring universal student participation. The study concludesthatdigital literacy instruction requires systematic enhancement through expanded programdeliverymodels, comprehensive content coverage, and institutional commitment to mandatory informationliteracy requirements. The study recommends development of tiered instructional frameworks, mandatory digital literacy requirements, enhanced faculty-librarian partnerships, professionaldevelopment in emerging technologies, and regional collaboration among North Central libraries