The effect of library based workshops on digital skills acquisition among students in Awka South Local Government Area, Anambra State
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- NGN 5000
Background of the study
Digital skills—ranging from basic computer literacy to advanced coding and data analysis—are essential for academic success and employability in the 21st century (van Dijk, 2023). Libraries have become key providers of digital skills training through structured workshops on software applications, online research techniques, and emerging technologies such as artificial intelligence (Khan, 2024). In Awka South LGA, where many students lack reliable access to technology at home, library‑based workshops offer vital opportunities for bridging the digital divide (Eze, 2025). Previous studies indicate that participants in library digital skills programs demonstrate significant improvements in academic performance, research capabilities, and confidence in using technology (Okeke, 2024). However, there is limited empirical evidence on the design, reach, and learning outcomes of these workshops in Awka South. An investigation into workshop content, instructional methods, and participant experiences will provide insights for optimizing library‑led digital skills initiatives in the area (Nwankwo, 2025).
Statement of the problem
Despite the proliferation of library‑based digital skills workshops in Awka South LGA, attendance rates remain low and many students report that sessions are too generic or poorly aligned with curriculum requirements (Umeh, 2024). Instructors often lack formal pedagogical training, and workshop evaluations are informal and inconsistent (Chukwu, 2025). Without systematic assessment of program effectiveness, libraries cannot refine workshop design or demonstrate value to stakeholders, limiting their ability to secure funding and expand offerings.
Objectives of the study
To document the scope and content of library‑based digital skills workshops in Awka South LGA.
To assess the impact of workshop participation on students’ digital competencies and academic performance.
To recommend best practices for enhancing workshop design and delivery.
Research questions
What topics and instructional methods characterize library digital skills workshops in Awka South LGA?
How does participation in these workshops affect students’ digital skills and academic outcomes?
What factors influence student engagement and learning in library workshops?
Significance of the study
This investigation will inform library professionals, educators, and policymakers on effective strategies for delivering digital skills training. By identifying successful workshop models and addressing instructional challenges, stakeholders can enhance students’ technology proficiency, support academic achievement, and promote digital inclusion in Awka South LGA.
Scope and limitations of the study
The study focuses on digital skills workshops conducted by public and academic libraries in Awka South Local Government Area. It excludes informal peer‑led training and private computer centers. Limitations include potential self‑selection bias among workshop attendees and rapid changes in digital technology.
Definitions of terms
Digital skills workshop: A structured training session designed to teach specific digital competencies.
Digital inclusion: Ensuring equitable access to digital technologies and skills.
Instructional methods: Pedagogical approaches used to facilitate learning, such as demonstrations, hands‑on practice, and group activities.
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