Identification of Strategies to Improve Digital Information Literacy Skills amongst Frontline Public Library Staff

Abstract

Research Problem The purpose of this research was to discover ways to improve digital information literacy skills of frontline public library staff in New Zealand. Earlier studies have identified skill gaps in the area of digital information literacy skills amongst this population of the library workforce in New Zealand. Frontline public library staff are the interface between the library as an organization and the general public in a digital arena which is increasingly fluid and changeable. Methodology A semi-structured interview technique along with some basic demographic information was used Nine staff were recruited from two different organizations, a Level One, and a Level Three public library service as defined by the Library and Information Association of New Zealand Aotearoa (LIANZA). Participants were those who spent more than thirty percent of their time serving the public. Kolb’s model of experiential learning was the theoretical basis for this research. Results For reasons of finance of access staff are unable to gain sufficient digital information literacy skills in their own time to keep current in the workplace. Participants’ preference for hands on learning in the workplace and training by peers places them at the feeling end of Kolb’s perception continuum. Implications This report identifies the importance of using peer training mentors to provide regular team based digital information literacy training sessions and to provide workplace support after any formal classroom based training has been delivered.