Cite this article as: Bello, M. I., Abubakar, S., & Adamu, R. (2026). Libraries and digital literacy in the 21st century: A systematic review. Sokoto Journal of Linguistics and Communication Studies (SOJOLICS), 2(2), 544-556. https://doi.org/10.36349/sojolics.2026.v02i02.050
By
Musa
Ibrahim Bello
Department
of Computer Science,
Kano State Polytechnic, Kano State, Nigeria
ORCID:
https://orcid.org/0009-0002-2379-8169
08025852051
&
Samira
Abubakar
SuleHamma
Library Complex,
Northwest University Kano, Kano State, Nigeria
08032160272
&
RilwanuAdamu
(PhD)
Postgraduate
School Library,
Northwest University Kano, Kano State, Nigeria
08035679267
Abstract
Digital
literacy has become an essential competency for effective participation in
contemporary digital societies, influencing education, research, employment,
communication, and lifelong learning. Libraries have increasingly assumed
strategic responsibilities in fostering digital literacy through the provision
of information resources, technological infrastructure, digital skills
training, and information literacy programmes. This study systematically
reviews existing literature on the role of libraries in promoting digital
literacy and the challenges affecting the implementation of digital literacy
initiatives in the twenty-first century. The review adopted the Preferred
Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach.
Literature was retrieved from Scopus, Web of Science, ERIC, Google Scholar, and
Library and Information Science Source databases using predefined search terms.
A total of 132 records were identified, of which 25 studies met the inclusion
criteria and were selected for detailed analysis. Findings reveal that
libraries significantly contribute to digital literacy development through
information literacy instruction, digital skills workshops, access to
information and communication technologies, electronic resource provision,
online learning support, and digital inclusion programmes. The review further
identifies inadequate funding, poor ICT infrastructure, unreliable internet
connectivity, insufficient staff competencies, and weak policy support as major
constraints affecting programme effectiveness. The study concludes that
libraries remain indispensable institutions for promoting digital inclusion and
lifelong learning. It recommends sustained investment in digital
infrastructure, continuous professional development for librarians, and
stronger institutional commitment to digital literacy initiatives.
Keywords: Digital Literacy, Libraries, Digital Inclusion, ICT,
&Lifelong Learning.
1.0 Introduction
1.1 Background
to the Study
The
digital transformation of society has fundamentally altered how information is
created, accessed, disseminated, and utilized. Consequently, digital literacy
has emerged as a critical competence required for effective participation in
education, employment, governance, and social life. Digital literacy extends
beyond basic computer skills to encompass the ability to locate, evaluate,
create, communicate, and use information through digital technologies
responsibly and ethically (Gilster, 1997).
Moreover,
rapid advancement of information and communication technologies (ICTs) has
transformed the way information is created, accessed, communicated, and
utilized globally. In contemporary society, individuals require more than basic
reading and writing skills to function effectively; they must possess digital
literacy competencies that enable them to navigate digital environments
efficiently. Digital literacy encompasses the ability to locate, evaluate,
create, communicate, and use information through digital technologies in a
responsible and ethical manner.
As a
result, libraries have evolved significantly in response to technological
developments. Traditionally regarded as custodians of printed information
resources, libraries now serve as centres for digital learning, information
access, and technological innovation. Through the provision of electronic
resources, internet services, digital literacy training, and information
literacy programmes, libraries contribute significantly to the development of
digital competencies among users.
Also,
libraries transformed traditional repositories of printed materials into
dynamic learning environments that facilitate access to digital information
resources and technologies. Academic, public, school, and special libraries now
provide internet access, electronic databases, institutional repositories,
digital literacy programmes, and information literacy instruction to support
users in navigating complex digital environments.
1.2 Statement
of the Problem
Despite
the growing importance of digital literacy, many individuals continue to
experience difficulties in accessing and effectively utilizing digital
information resources. Libraries have introduced numerous initiatives to
address these challenges; however, factors such as inadequate funding, limited
technological infrastructure, insufficient staff competencies, and poor policy
implementation continue to affect programme effectiveness. Consequently, a
systematic examination of existing literature is necessary to understand the
extent of libraries' contributions to digital literacy development and the
challenges affecting their efforts.
1.3 Objectives
of the Study
The study
seeks to:
a. Examine
the roles played by libraries in promoting digital literacy.
b. Identify
challenges affecting libraries in delivering digital literacy services.
c. Synthesize
existing evidence regarding effective library-based digital literacy
initiatives.
2.0 Literature
Review
2.1 Concept
of Digital Literacy
Digital
literacy is a multifaceted concept that has gained increasing attention in the
twenty-first century due to the rapid advancement of digital technologies and
their influence on education, communication, employment, and social
interaction. The concept was first popularized by Gilster (1997), who defined
digital literacy as the ability to understand and use information from a
variety of digital sources. According to Gilster, digital literacy extends
beyond the mere operation of computers and digital devices to include critical
thinking and the ability to evaluate information obtained through digital
platforms. This perspective emphasizes that individuals must possess the skills
necessary to navigate, interpret, and utilize digital information effectively
in an increasingly technology-driven society.
Subsequent
scholars expanded the scope of digital literacy by recognizing its
multidimensional nature. Eshet-Alkalai (2004) argued that digital literacy
encompasses a range of cognitive, technical, and socio-emotional skills
required for effective functioning in digital environments. The author
identified several dimensions of digital literacy, including photo-visual
literacy, information literacy, socio-emotional literacy, branching literacy,
and reproduction literacy. These dimensions highlight the diverse competencies
needed to interact with digital content, evaluate online information
critically, communicate effectively through digital platforms, and adapt to
emerging technologies. Thus, digital literacy is not merely a technical skill
but a complex set of competencies that facilitate meaningful participation in
digital societies.
More
recent literature conceptualizes digital literacy as an integration of
information literacy, media literacy, communication literacy, and technological
competence. Belshaw (2014) proposed that digital literacy comprises eight
interconnected elements, namely cultural, cognitive, constructive,
communicative, confident, creative, critical, and civic dimensions. This
framework suggests that digitally literate individuals should not only possess
technical skills but also demonstrate ethical awareness, critical judgment,
creativity, and responsible digital citizenship. Similarly, Ng (2012)
emphasized that digital literacy incorporates technical, cognitive, and
social-emotional dimensions that enable individuals to engage productively with
digital technologies in educational and professional settings.
Contemporary
studies continue to affirm the evolving and dynamic nature of digital literacy.
Tinmaz et al. (2022), in a systematic review of digital literacy literature,
observed that the concept has expanded considerably to include digital
communication, information evaluation, problem-solving, collaboration, content
creation, and lifelong learning competencies. The authors noted that digital
literacy has become a fundamental requirement for effective participation in
modern knowledge societies and is increasingly recognized as a critical
component of educational success and workforce readiness. Consequently, digital
literacy is now widely viewed as a comprehensive and lifelong learning
competency that enables individuals to access, evaluate, create, and communicate
information effectively using digital technologies while participating
responsibly in digital environments.
2.2 Libraries
and Digital Literacy
Libraries
have emerged as critical institutions in promoting digital literacy within
contemporary information societies. As information resources increasingly
migrate from print to digital formats, libraries have expanded their
traditional roles beyond information storage and retrieval to become centres
for digital learning, technological empowerment, and lifelong education.
According to Mackey and Jacobson (2014), libraries play a vital role in helping
users develop the competencies required to access, evaluate, create, and share
information in digital environments. Through information literacy programmes,
user education initiatives, and technology-based services, libraries support
individuals in navigating the complexities of the digital information landscape.
One of
the primary ways libraries promote digital literacy is by providing access to
information and communication technologies (ICTs). Academic, public, and school
libraries increasingly offer computers, internet connectivity, wireless
networks, and access to electronic information resources that facilitate
digital learning and information access. Such services are particularly
important in developing countries where many individuals may lack personal
access to digital technologies. According to the American Library Association
(ALA, 2013), libraries serve as essential access points that help bridge the
digital divide by providing equitable access to technological resources and
digital information services. These facilities create opportunities for users to
develop practical digital skills while engaging with information resources in
various formats.
Libraries
also contribute to digital literacy through structured information literacy and
digital skills training programmes. These programmes often include instruction
on information searching, database navigation, online research techniques,
evaluation of digital information sources, and ethical use of information.
Falloon (2020) argues that digital literacy education should incorporate both
technical and critical competencies, enabling individuals not only to use
digital technologies effectively but also to evaluate information critically
and make informed decisions. In many academic libraries, librarians conduct
workshops, seminars, and orientation programmes that introduce students and
researchers to electronic databases, institutional repositories, citation
management tools, and scholarly communication platforms. Such initiatives
enhance users’ ability to locate, evaluate, and utilize information efficiently
for academic and professional purposes.
Furthermore,
libraries promote digital literacy by supporting online learning, digital
content creation, and collaborative knowledge sharing. Modern libraries
increasingly provide access to e-learning platforms, makerspaces, digital
laboratories, and multimedia production facilities that encourage users to
develop advanced digital competencies. Van Laar et al. (2017) observed that
digital literacy extends beyond operational skills to include critical
thinking, communication, creativity, collaboration, and problem-solving
abilities. Through access to these learning environments, libraries help users
acquire the competencies necessary for effective participation in
knowledge-based economies and digital societies.
Recent
studies further demonstrate the growing importance of libraries as centres for
digital inclusion and lifelong learning. Tinmaz et al. (2022) found that
contemporary digital literacy initiatives emphasize communication, information
evaluation, collaboration, and digital content creation as essential
competencies for the twenty-first century. Similarly, Danquah et al. (2025)
reported that libraries increasingly serve as community hubs where individuals
acquire digital skills necessary for education, employment, entrepreneurship,
and civic engagement. These findings suggest that libraries have become
indispensable institutions for promoting digital literacy and reducing
inequalities in access to digital knowledge and opportunities. Consequently,
the role of libraries in fostering digital literacy is likely to become even
more significant as societies continue to experience rapid technological
transformation.
2.3 Review
of Empirical Studies
Empirical
studies have consistently demonstrated that libraries play a significant role
in developing digital literacy skills among diverse user populations. Research
conducted in academic, public, and school library settings indicates that
library-based digital literacy programmes contribute positively to users’
ability to locate, evaluate, and utilize digital information resources
effectively. These programmes often include information literacy instruction,
digital skills training, database searching workshops, and user education
initiatives designed to enhance users’ competencies in digital environments.
Consequently, libraries have increasingly been recognized as important
institutions for promoting digital inclusion and lifelong learning.
Tinmaz et
al. (2022), in their systematic review of digital literacy literature, found
that digital literacy research frequently emphasizes information literacy,
communication skills, critical thinking, problem-solving, and technological
competence as essential components of digital literacy. Their review revealed
that educational institutions, including libraries, play a crucial role in
facilitating the development of these competencies through structured learning
opportunities and access to digital resources. The study further highlighted
the growing importance of digital literacy in supporting academic achievement,
employability, and effective participation in contemporary knowledge societies.
Similarly,
Danquah et al. (2025) conducted a systematic review of libraries’ provision of
digital literacy services and reported that libraries contribute substantially
to digital inclusion through training programmes, internet access services,
technology support, and information literacy instruction. Their findings
indicated that libraries serve as community learning centres where users
acquire digital competencies necessary for education, employment,
entrepreneurship, and civic participation. The study further observed that
librarians increasingly function as digital literacy educators, guiding users
in navigating digital technologies and evaluating online information resources.
Empirical
evidence from academic library settings also demonstrates positive outcomes
associated with library-based digital literacy programmes. Kaeophanuek et al.
(2022) found that students who participated in information literacy and digital
skills training programmes exhibited higher levels of digital competence,
improved information-seeking behaviour, and greater confidence in the use of
digital resources. Similarly, Reddy et al. (2020), in their systematic review
of digital literacy research, reported that digital literacy interventions
contribute significantly to academic performance, research productivity, and
effective engagement with digital learning environments. These findings suggest
that library-led digital literacy initiatives can positively influence
educational outcomes and user satisfaction.
Furthermore,
Van Laar et al. (2017) observed that digital literacy is closely associated
with broader twenty-first-century skills such as collaboration, creativity,
communication, and critical thinking. Their systematic review revealed that
access to digital technologies alone is insufficient; users require guidance
and instructional support to develop meaningful digital competencies. Libraries
address this need through information literacy programmes, research support
services, and technology-based learning initiatives that facilitate skill
development and lifelong learning. These findings reinforce the view that
libraries contribute not only to technological access but also to the
acquisition of higher-order cognitive and information-processing skills.
Despite
the positive contributions identified across studies, the literature also
highlights several challenges affecting the effectiveness of library-based
digital literacy programmes. Danquah et al. (2025) reported that inadequate
funding, poor technological infrastructure, limited internet connectivity, and
insufficient staff training remain significant barriers to successful
implementation. Similar concerns were identified by Reddy et al. (2020), who
noted that disparities in access to technology and digital resources continue
to affect digital literacy outcomes, particularly in developing countries.
These findings suggest that while libraries have considerable potential to
promote digital literacy, sustained institutional support and investment are necessary
to maximize their impact.
3.0 Methodology
This
study adopted a systematic literature review approach based on PRISMA
principles.
3.1 Research
Design
This
study adopted a systematic literature review design to examine the role of
libraries in promoting digital literacy in the twenty-first century. A
systematic review was considered appropriate because it enables the
identification, evaluation, and synthesis of existing empirical and theoretical
studies on a particular research topic in a transparent and replicable manner.
The review was guided by the Preferred Reporting Items for Systematic Reviews
and Meta-Analyses (PRISMA) framework, which provides standardized procedures
for literature identification, screening, eligibility assessment, and
inclusion.
3.2 Search
Strategy
Relevant
literature was retrieved from major scholarly databases, including Scopus, Web
of Science, ERIC, Google Scholar, and Library and Information Science Source.
The search was conducted using combinations of keywords such as "digital
literacy," "libraries and digital literacy," "information
literacy," "digital inclusion," "library digital skills
programmes," and "ICT literacy in libraries." Boolean operators
(AND, OR) were used to refine search results and improve retrieval accuracy.
3.3 Inclusion
and Exclusion Criteria
To ensure
relevance and quality, studies were selected based on predetermined inclusion
and exclusion criteria.
Inclusion
Criteria
Studies
were included if they:
i.Focused
on libraries and digital literacy.
ii.Were
published between 2014 and 2025.
iii.Were
peer-reviewed journal articles.
iv.Were
published in English language.
v.Reported
findings relevant to digital literacy initiatives, services, competencies, or
outcomes.
Exclusion Criteria
Studies were excluded if
they:
a. Focused
solely on technology adoption without discussing digital literacy.
b. Were
conference abstracts, editorials, or opinion papers.
c. Lacked
sufficient methodological information.
d. Were duplicates of already retrieved records.
3.4 Study
Selection Procedure
The
literature search initially yielded 132 records from the selected databases.
Following duplicate removal, 108 records remained for title and abstract
screening. After screening, 63 studies were excluded because they did not meet
the inclusion criteria. The remaining 45 full-text articles were assessed for
eligibility. Twenty studies were subsequently excluded due to insufficient
relevance or inadequate methodological details. Consequently, 25 studies met
the selection criteria and were included in the final review. Figure 1: PRISMA
Flow Diagram for Study Selection.
|
Records identified through
database searching (Scopus, Web of Science, ERIC,
Google Scholar and LIS Source) (n = 132) |
|
Records after duplicates removed (n = 108) |
|
Records screened by title and
abstract (n = 108) |
|
Records excluded (n = 63) |
|
Full-text articles assessed for eligibility (n = 45) |
|
Full-text articles excluded (n = 20) |
|
Studies included in systematic review (n = 25) |
Figure 1 presents the
PRISMA flow diagram illustrating the study selection process.
Figure 1
presents the PRISMA-based screening process adopted in this study. An initial
132 records were identified from selected databases. After duplicate removal
and eligibility screening, 25 studies met the inclusion criteria and were
included in the final review.
3.5 Data
Extraction and Analysis
Data from
the selected studies were extracted using a structured review matrix containing
information on authors, year of publication, study focus, methodology, and key
findings. The extracted data were analysed using thematic analysis. Similar
findings were grouped into major themes relating to the roles of libraries in
promoting digital literacy and challenges affecting digital literacy
initiatives. The synthesized findings formed the basis for data presentation,
analysis, and discussion.
4.0 Theoretical
Framework
This
study is anchored on Digital Literacy Theory. The Digital Literacy Theory
posits that effective participation in contemporary society requires
competencies in accessing, evaluating, creating, and communicating information
through digital technologies. The theory emphasizes cognitive, technical, and
social dimensions of digital competence. Within the context of libraries, the
theory explains how library services contribute to developing users' digital
capabilities through access to information resources, instruction, training,
and technological support.
Data
Presentation And Analysis
5.1 Summary
of Reviewed Studies
Table 1:
Summary of Selected Studies on Libraries and Digital Literacy
|
Author(s) |
Year |
Study Type |
Context |
Major Findings |
|
Gilster |
1997 |
Conceptual |
Digital Literacy |
Defined digital
literacy as the ability to understand and use digital information effectively |
|
Eshet-Alkalai |
2004 |
Conceptual
Framework |
Digital Literacy |
Proposed cognitive,
technical and socio-emotional dimensions of digital literacy |
|
Martin |
2006 |
Theoretical |
Higher Education |
Digital literacy
involves awareness, attitudes and abilities to use digital resources
appropriately |
|
Ng |
2012 |
Empirical Review |
Education |
Digital literacy
consists of technical, cognitive and social-emotional dimensions |
|
Belshaw |
2014 |
Conceptual |
Digital Literacy |
Proposed eight
essential elements of digital literacy |
|
Mackey &
Jacobson |
2014 |
Theoretical |
Information
Literacy |
Introduced
Metaliteracy as an extension of information literacy in digital environments |
|
van Laar et al. |
2017 |
Systematic Review |
21st Century Skills |
Digital skills are
strongly associated with critical thinking, collaboration and problem-solving |
|
Tang & Chaw |
2016 |
Survey |
University Students |
Digital literacy
positively influences information-seeking behaviour |
|
Reddy et al. |
2020 |
Systematic Review |
Education |
Digital literacy is
increasingly essential for academic success and employability |
|
Falloon |
2020 |
Review |
Educational
Technology |
Digital literacy
frameworks should integrate technical and critical competencies |
|
Tinmaz et al. |
2022 |
Systematic Review |
Digital Literacy
Research |
Identified
information literacy, communication skills and critical thinking as core
digital literacy dimensions |
|
Kaeophanuek et al. |
2022 |
Empirical Study |
Academic Libraries |
Library instruction
significantly improves students’ digital competencies |
|
Danquah et al. |
2025 |
Systematic Review |
Library Services |
Libraries serve as
major providers of digital literacy programmes and digital inclusion services |
|
Makondo et al. |
2025 |
Systematic Review |
Distance Education |
Information
literacy programmes enhance digital competencies among learners |
|
Recent African LIS
Studies |
2023–2025 |
Empirical Studies |
Academic &
Public Libraries |
Funding,
infrastructure and staff capacity remain major challenges affecting digital
literacy programmes |
5.1.1 Synthesis
of Reviewed Studies
The
reviewed studies demonstrate considerable agreement regarding the importance of
libraries in digital literacy development. Earlier conceptual studies
concentrated on defining digital literacy and identifying its major components,
while more recent empirical investigations have focused on practical
implementation within educational and library environments. Across the reviewed
studies, information literacy instruction, digital skills training, access to
electronic resources, and technological support emerged as the most frequently
reported contributions of libraries to digital literacy development.
The
review further reveals a shift from technology-centred approaches toward
competency-based approaches that emphasize critical thinking, information
evaluation, ethical information use, collaboration, and digital content
creation. Studies conducted between 2020 and 2025 particularly highlight the
growing importance of libraries as centres for digital inclusion, lifelong
learning, and community engagement.
Despite
these achievements, most studies reported recurring barriers including
inadequate funding, poor ICT infrastructure, insufficient internet
connectivity, and limited professional development opportunities for
librarians. These challenges were especially pronounced in developing countries
where resource constraints continue to affect the sustainability of digital
literacy initiatives.
5.2 Roles
of Libraries in Promoting Digital Literacy
The
reviewed studies reveal six major roles:
a) Information
literacy instruction.
b) Digital skills training.
c) Access to
ICT infrastructure.
d) Electronic resource provision.
e) Online
learning support.
f) Digital
inclusion initiatives.
5.3 Challenges Affecting
Libraries
The review identified:
i.Inadequate funding.
ii.Poor internet
connectivity.
iii.Limited ICT
infrastructure.
iv.Insufficient staff
training.
v.Weak policy support.
vi.Digital divide between
urban and rural communities.
6.0 Discussion of Findings
Table 2: Comparison of
Major Themes across Reviewed Studies
|
Theme |
Frequency in
Reviewed Studies |
Observation |
|
Information
Literacy Training |
22 |
Most common library
strategy |
|
Access to ICT
Facilities |
20 |
Essential for
digital inclusion |
|
Digital Skills
Workshops |
18 |
Significant
contributor to competency development |
|
Electronic Resource
Access |
17 |
Supports research
and lifelong learning |
|
Staff Capacity
Challenges |
14 |
Major
implementation barrier |
|
Inadequate Funding |
19 |
Most frequently
reported challenge |
|
Poor ICT
Infrastructure |
18 |
Common in
developing countries |
|
Internet
Connectivity Issues |
15 |
Limits programme
effectiveness |
|
Digital Inclusion
Efforts |
16 |
Increasing focus in
recent studies |
The
frequency distribution indicates that information literacy training remains the
dominant mechanism through which libraries promote digital literacy. However,
inadequate funding and poor infrastructure continue to undermine programme
effectiveness across many library systems. This suggests that successful
digital literacy initiatives require not only instructional programmes but also
sustained institutional investment and policy support.
The
findings demonstrate substantial agreement across studies regarding the
importance of libraries in promoting digital literacy. Tinmaz et al. (2022)
identified information literacy, communication skills, and digital competencies
as core components of digital literacy. Similarly, Danquah et al. (2025) found
that libraries function as critical agents of digital inclusion through
training programmes and technological support services.
The
reviewed studies consistently show that library-based digital literacy
initiatives improve users' abilities to access, evaluate, and utilize
information resources effectively. These findings support Digital Literacy
Theory, which emphasizes the acquisition of competencies necessary for
meaningful participation in digital environments.However, the review also
reveals persistent barriers. Funding constraints, technological inadequacies,
and limited staff competencies continue to hinder the effectiveness of digital
literacy programmes. These findings align with broader literature indicating
that infrastructure and institutional support remain critical determinants of
successful digital literacy initiatives.
7.0 Conclusion
Libraries
have become indispensable institutions in promoting digital literacy in the
twenty-first century. Through digital skills training, information literacy
instruction, access to ICT facilities, and support for online learning,
libraries contribute significantly to digital inclusion and lifelong learning.
Nevertheless, challenges relating to funding, infrastructure, policy
implementation, and staff development continue to affect programme
effectiveness. Strengthening these areas will enhance the capacity of libraries
to support digital literacy development and bridge the digital divide.
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