Digital Competences of Students of Library Studies: Comparison of Research Results for 2018–2020

Abstract

This study focuses on the analysis of changes in the digital competence profile of students of Information and Library Studies at Masaryk University in Czechia. As a research tool, we used the DigComp self-assessment questionnaire that students were asked to fill in after completing the course. Our research shows that students are insufficiently prepared for work as highly qualified information specialists. At the same time, we found that their competence profile remained very stable between 2018 and 2020. This finding indicates that students do not readily respond to new societal changes at the level of individual competences. The research results are based on data collected from 152 students during three runs of a compulsory course at the university. Information Science and Library Science students have long perceived their competences to be strongest in the domains of information and data literacy and communication and collaboration. Programming is the weakest competency among the competences, followed by solving technical problems and engaging in active citizenship through digital technologies. These findings can be used to innovate the curriculum to meet the demands of digitally competent information workers.

Exploring the relationship between digital competence proficiency and student learning performance

“…Based on the overall mean scores of the five digital competence areas, the respondents appeared to be more proficient in the areas of communication and collaboration, as well as information and data literacy, but less proficient in the areas of digital content creation, safety, and problem solving. These findings are consistent with those reported in the studies of Cerny (2021), Jiménez‐Hernández et al. (2020), and Lucas et al.…”

“…Although past studies on digital competence in higher education settings have also adapted previous versions of DigComp (e.g., versions 2.0 and 2.1) as the research framework, many of these studies did not investigate the relationship between specific digital competences and student learning performance; instead, the focus was primarily on the proficiency levels of students (e.g., Cerny, 2021; Lucas et al., 2022; Vishnu et al., 2022; Zhao et al., 2021). Some studies that have investigated the relationship between digital competence and student learning performance were conducted in a narrow scope (e.g., computer skills, digital readiness) and with limited scale items (e.g., Keržič et al., 2021; Kim et al., 2019; Li et al., 2022).…”

Multi-Stakeholder Research Data Management Training as a Tool to Improve the Quality, Integrity, Reliability and Reproducibility of Research

“…Examples are creating RDM guidance, helping with data management plans, and planning and implementing education. Librarians may lack expertise in technical RDM assistance or using data science tools for data analysing, visualising, coding, cleaning, and database building (Cerny, 2021;Read, 2019). Librarians are not necessarily the best advisors on ethical and legal issues or safe and secure storage, either (Cerny, 2021;Peters & Vaughn, 2014).…”

“…Librarians may lack expertise in technical RDM assistance or using data science tools for data analysing, visualising, coding, cleaning, and database building (Cerny, 2021;Read, 2019). Librarians are not necessarily the best advisors on ethical and legal issues or safe and secure storage, either (Cerny, 2021;Peters & Vaughn, 2014). Thus, many educators are planning an increased collaboration in data management training and support with researchers, libraries, research IT, legal services, research funding, and research offices (Castle, 2019;Cox & Pinfield, 2014;Joo & Peters, 2020;Latham, 2017;Oliver, 2017;Peters & Vaughn, 2014;Read, 2019;Revez, 2018;Verbaan & Cox, 2014;Wittenberg & Elings, 2017;Yu, 2017).…”