LIBS433 - The Importance of Digital Literacy Assignment

Assignment Task

Introduction

In today's information-rich world, digital literacy is essential for a few reasons, including information access, improved employability, collaborative and effective communication, critical thinking, online safety, support for lifelong learning, and the advancement of inclusion and empowerment in the digital age (Kesici,2022). Digital literacy the ability to efficiently access, assess, and use information with the aid of digital technologies (Esh & Gosh,2024). It covers a variety of abilities, such as information literacy, critical thinking, online communication, and basic computer competency. Digital literacy is now essential for people to obtain information, participate fully in society, and have meaningful online relationships in an increasingly digital world (Oldershaw & Anderson,2021). (Eynon,2020) stated that the fundamental skills of using computer hardware and software, such as file management, word processing, and computer terminology comprehension, are the first steps towards becoming digitally literate. He then ads that basic computer proficiency is essential for people to successfully traverse digital settings.

Digital academic resources are vital to contemporary learning, research, and information exchange (Fraser & Crombie, 2022) Their significance comes from their capacity to boost scholarly communication, enable knowledge discovery, and offer quick and easy access to a large amount of material. Digital materials and databases that offer access to a variety of information, such as academic journals, e-books, research data, multimedia content, and more, are known as digital electronic resources (DuBroy, 2020). A variety of digital items that are handled, distributed, and archived electronically are included in the category of digital academic resources. They have several benefits over traditional print resources, such as rapid accessibility, simplicity in doing searches, and the capacity to obtain current data from a variety of academic fields. Digital libraries, online databases, and institutional repositories are some examples of the platforms that are commonly used to access these materials (Vaskova & Zinovyeva, 2021). 

Using digital materials and databases to obtain, retrieve, and efficiently use knowledge for a variety of objectives, including research, teaching, or personal development, is known as the use of digital academic resources (Hort, 2020). To find, browse, and engage with digital content, one must use electronic platforms and tools. Users use digital platforms, including digital libraries or online databases, to look up pertinent information. To find specific information or look through a wider variety of resources within a given field or topic, they use search capabilities, keywords, and filters (Spindler, 2020). Users can access full text articles, books, and other materials in digital formats with the help of digital resources. Direct content viewing or downloading from the electronic platform allows users to access the needed information quickly. Electronic platforms frequently include a variety of navigational tools, like a table of contents, links, and recommendations for related articles. To gain a deeper grasp of a subject, users can follow cross-references, examine related materials, and quickly navigate through digital content (Fedushko, 2023).

Multimedia components including movies, photos, and interactive visualizations can be found in digital academic resources. These multimedia elements can be interacted with by users to improve their educational experience, visualize data, or understand difficult ideas (Vestrucci et al., 2021). Annotation tools and shared document repositories are only two examples of the collaborative capabilities available on many electronic platforms. Users can create interactive and collaborative learning or research environments by collaborating with peers or colleagues, annotating digital content, leaving comments, or participating in debates (Li et al., 2020). The employment of digital academic resources is important in a variety of contexts, such as professional fields, teaching, and research. It makes it possible for people to use digital tools for learning, collaboration, and knowledge sharing, as well as to access a vast variety of digital content and quickly obtain pertinent information. People can access a wide variety of digital content through digital academic resources, such as books, research papers, multimedia assets, and scholarly articles (Balkányi, 2021). These tools enable users to investigate a variety of topics and stay up to speed with the most recent knowledge by providing a plethora of information from diverse disciplines and sources (Capodaglio & Oddone, 2023).

For academics as well as students, using digital academic resources is essential since it makes learning, research, and information acquisition easier. Digital platforms facilitate effective information retrieval, organization, and searching, enabling users to find pertinent resources with ease. They include sophisticated search features, filters, and citation monitoring tools to support data analysis, literature reviews, and the creation of arguments with supporting evidence (Abdoh, 2022). Professionals, educators, and researchers can work together and share knowledge thanks to digital academic resources. Features like online forums, shared document repositories, and collaboration tools are available on digital platforms, enabling peer review, information sharing, and cooperative research. Knowledge advancement is made possible by these resources, which facilitate international connectedness and interdisciplinary cooperation (Peng & Tan, 2023). Current and up-to-date knowledge is accessible through digital scholarly resources. Real-time updates, preprints, and early access to recently published research are frequently provided by digital platforms. For professionals and scholars to remain up to date on the most recent advancements and participate in continuing scholarly discussions, this timeliness is essential (Pfeiffer et al., 2022). Digital content is preserved via electronic resources, making it accessible and reusable in the future. Through digital repositories and archives, open access projects facilitate long-term accessibility by removing obstacles to knowledge (Khan & Shafi, 2021).

Study Rationale

Digital learning refers to the application of information and communication technology in open and distance learning (Kumar Basak, Wotto, and Bélanger 2018). Digital resource refers to the online-based user connections which provides electronic offers that are borderless and allows faster and easier entry into wide-ranging advertise (Monaghan et al., 2020).

Recent research of Digital learning on teaching in medical school education was done by Kuhn, S. Frankehauser, S. and Tolks, D. 2018), while Digital learning in higher education in general was done by Matt, Traxler & John, 2023). And current studies of Digital resources on social studies was done by (Joshua. Kenna, and Anthony, 2018), while Digital resources on Patient Perspective was done by (Ra, Jennifer H. et al).

 No study on how first year Nursing Sciences students at UWC make use of the UWC resources has been done. This research will fill a gap in information as it will lay out how students make use of the UWC library resources allowing librarians and lecturers to provide appropriate training on the digital needs and correct format of searching for resources.

Problem statement

The web is thought to be an effective tool for information retrieval since it has evolved into the hub for teaching and learning in academic institutions. The main approaches used by academia to instruct students in physical classrooms have changed to teaching them how to look for information on their own (Mangla et al., 2023). With the abundance of information sources available on the internet, web search skills are crucial (Dedkova et al., 2020).

Digital learning through online resources is a quickly growing technique of knowledge delivery in the view of its timelessness, accessible, up to date material, personal engagement, and the power to keep up with achieving the learning purpose. Even if the research site is Ukwazi, UWC Kikapu and online librarians or any other academic information sources. Digital learning is made up of quite a few common learning materials that includes discussion forums, drop boxes and programmed tests. But most of these materials go through online affair. The digital learning resources may be dropped in the resource site from Ikamva, which is a platform that UWC uses. It does not matter that if it is provided, student access and engagement cannot be guaranteed, which may result in many students not being to complete tasks and fail their modules. It is a familiar habit among the Nursing faculty at UWC that most of the student don’t know how to access online resources. This study will address the challenges that includes limited student access, engagement, navigation problems, information overload at online assessments in digital learning material.

This study will benefit the next coming Nursing science students and UWC administrations who can develop new policies judging from the results of this study. Lectures may even take decisions of providing first year Nursing students with special training on basic digital skills that allows them to utilize resources effectively. The faculty may also improve if the results show there is a need to make changes in their own way of doing things. Lastly, the study will improve Nursing students who didn’t know much about the available academic sites and information sources.

Research Aim & objectives

The aim of this study is to investigate the challenges that includes limited student access, communicating the information and ideas effectively using appropriate formats, engaging effectively to platforms and to help students adapt in digital communication interactions and information overload of online assessments in digital learning material by first year Nursing students at the UWC. The main objectives of this study:

• Determine the level of accessing digital resources among University of Western Cape undergraduate students.
• Determine the extent to which University of Western Cape undergraduate students use digital resources.
• Find out how University of Western Cape undergraduate students use digital resources and digital information resources in connection to one other.

Research questions

• What is the level of accessing digital resources among University of Western Cape undergraduate students?
• To which extent do University of Western Cape undergraduate students use digital resources?
• How do the University of Western Cape undergraduate students use digital resources and digital information resources in connection to one other?

Literature review

Digital academic literacy effects

Analysis of Ogina-obu report focuses on impact of digital literacy on university students use of digital resources and Suresh’s digital literacy among the faculties of Bhandari’s government college. Ojokhetha & Imogie (2020) have argued that with the help of Digital literacy students now can access a variety of online resources which includes e-books, journals, libraries, and online learning platforms that can improve their academic experiences, and that digital tools are more widely available and very important for academic performance’. Similarly, Suresh Babu’s research paper, according to Churchill (2016) gives details within framework of this research is analyzed as the digital literacy that includes texts, images, videos, and podcasts that are available online for students to view. And further explains that “digital literacy is a set of skills that allows and individual to use digital components to work with information. This shows that Ogini-Obut’s report on impacts of digital literacy plays a positive role in proving that students can really improve their academic performance, through having access and knowledge on digital resources. Suresh put emphasis on the point that digital skills are very crucial as they help students navigate the meaningful format to access the correct and up to date information. These two readings are very useful to my study as they both dwell on the impacts that digital literacy has on university and college students, as it is important in the lived experiences of higher education students. This will fulfil the main objective of my study which aims to investigate the challenges that university students face when having to use digital learning materials.

Lacking digital literacy

Seemingly, the inability to recognize, compile, comprehend, and produce information is another crisis in the information age across the globe. This has been demonstrated as the underutilization of digital technologies that is caused by a lack of digital literacy. Foluke Akocha in her thesis, Digital libraries in Africa on Challenges and opportunities” (2022). Examines the noticeable digital challenges in the African context, exploring the challenges that comes with lack of digital literacy”. This study focuses exactly on the point that Because common internet searches compete heavily with these resources, it is necessary to teach information literacy skills to all users, Users need to be made aware of the importance of reputable information. This study is further explained by (Omekwu, Nwoha, and Ekere, 2016) and believes that users need to be made aware of the importance of reputable information. Digital libraries give users access to knowledge of library quality and liberate them from unreliable sources. Identifying challenges regarding access, engagement and navigation experienced while completing academic research is very important for my study, specifically in coming up with possible solutions to the challenges. But all the facts on this study are mainly the representation of all Africa students.

 The assessment of digital literacy skills among Indian Library and Information Science Professionals of IITs and its relationship with research support services. Selvi & Ganesan’s 2022 study found that most research scholars at Manonmaniam Sundaranar University of Tamil Nadu lack information literacy skills, including OPAC, search strategies, resource evaluation, document retrieval, and internet connectivity issues. They also reported a lack of skills to use zip instructions and slow internet bandwidth. Both findings indicate the importance of librarians being digitally literate, to achieve the objective of offering quality service to the library users.

Researching skills

This case study investigates how undergraduate medical students utilize ChatGPT to write chapters for an open-access orthopedic textbook. (Lambert, Stevens & Luci 2023) states that it can be challenging to handle copyright and licensing of material obtained from the internet and programs like ChatGPT in responsible academic practice, especially when it comes to knowing with certainty what can be shared and reused lawfully, whether in the owner of that content, whether in whole or in part. Similarly, Open educational resources (OER) are essential for having access to high-quality, reasonably priced instructional materials, particularly in South Africa’s health sciences. The usage of ChatGPT by undergraduate medical students to write chapters for an open-access orthopedic textbook is examined in this case study. The study shows that ChatGPT could increase the output of open educational resources and enhance students’ AI digital literacy. This paper emphasizes the value of creative and appropriate classroom use while adding to the worldwide conversation on AI use in education.

Both studies are very useful to my research topic because they are both important as they expose all the challenges that come with a student being unable to complete academic research in a correct format. This finally serves as the object of my writing and subjective of the experienced writer, which is one of the theoretical gaps my research requires to close.

Theoretical grounding

Socio-spatial literacy

Burnett (2013) defines literacy as a skill that is both socially and materially placed, literacy requires instruments for both encoding and decoding. Fenwick & Edwards (2010) builds on this definition by stating that socio-material approaches to literacy emphasize the tangible materials dynamic and active involvement in literacy learning, whether pencils, policies, paper, or iPods, and how they interact with human aspects. Rather than serving as a grand meta-narrative of society, it is offered here as a means of researching social action, such as in the context of education or literacy practices. Socio-material literacy research can understand literacy practice and alter socio-material relations, aligning with socio-material approaches in education and the agency of materials. The spatial dimension of literacy, including societal flows and connections, is increasingly recognized in literacy research, particularly at the local level, with studies exploring these connections Bulfin & North (2007).

The definition of Pahl with Burnett and Fedrick and Edwards is a bit different from that of Pink (2009) and Johnson (1980, pg. 174). They put forward the fact that material culture remains the most important aspect of literacy. There is a recognition in the field of visual culture studies that ethnographers must pay attention to the materiality of local cultures in addition to their visual content. Social settings, including homes, businesses, shopping centers, libraries, and classrooms, are closely linked to material culture. They are active objects not culturally innocuous one’s methods of enculturation and socialization. While Pahl and Burnett’s put emphasis on making a point that it focuses on both social and material skills of literacy in relation to digital literacy.

The socio-spatial literacy by Pahl and Burnet definitions is the most relevant to the aims of my study, considering the emphasis it places on both the social and material skills of literacy. And furthers, encompasses that spaces like classrooms are not just containers for literacy practices but spatiality in literacy studies encompasses socio-material effects, temporal connections, and connections between practices, textual artifacts, technologies, and social actors. Although Pahl with Burnett and Fedrick and Edwards, like Pink and Johnson, say that it is important to understand literacy practice and alter socio-material relations, aligning with socio-material approaches in education and materials agency. There seems to be no difference between the digitally literate and the non-digitally literate communities.

The Idea that space and literacy are related is a fundamental tenet of spatial approaches to literacy. The structure and significance of locations, as well as practices, are socially constructed. The contributions of social and cultural geography, as made by writers like Henry Lefebvre (1991), are applied in this understanding of place. As a result, not providing a difference between digital literate groups will allow spatial approaches to literacy frequently consider patterns of ideology, power, economy and literacy, and the social and spatial stratification of literacy activities. Therefore, Pahl with Burnett and Fedrick and Edward’s definitions are more relevant.

Kathy’s Socio-spatial literacy model

According to Kathy, the socio-material linkages of space-time fundamental to literacy practices are included in the concept of spatiality in literacy studies, which views spaces as more than just repositories of social action. The time aspect of literacy practices’ flows and connections across social locations and geographical boundaries, as well as the spatial aspects of texts themselves, are all included in the spatiality of communication.

 To show how literacy and the control of the body literate are material social activities in the institutional site of the classroom, Luke (1992) examined lesson observations from a Year One classroom. As an illustration, it is not incidental Students must explicitly reposition their body to sit attentively on the rug and to demonstrate the proper reading habitus at the start of a book-reading session as part of the reading instruction process. Power is employed, and the instructor keeps an eye on students’ proper stance, motion, and gaze direction both covertly and overtly. To keep the social order intact. This study illustrated and theorized how physical inscriptions and the moral code of the literate subject are both part of the material culture of classroom reading instruction.

The examples given by these theorists and the factors that portray real experiences, with the reciprocity between the expectations and experiences in determining a student’s satisfaction level. Kathy’s model is important for this study as it will allow us to determine both extent to which creating and distributing digital materials more accessible, allowing lectures to work with a larger number of students while still achieving learning outcomes of a digital advanced academic programming.

Research design and Methodology

Paradigm

A paradigm is a fundamental collection of ideas or a worldview that directs research activities or an investigation, according to Guba and Lincoln (1994). Like this, Denzin, and Lincoln (2000) characterize paradigms as human constructs that deal with fundamental ideas or conclusions that show the researcher's point of view to create meaning from data. Thus, paradigms are significant because they offer convictions and guidelines that, for researchers in each field, impact what must be investigated, how it should be investigated, and how the study's findings should be understood. The paradigm establishes a researcher's philosophical stance, and as this paper's conclusion will demonstrate, this has important ramifications for all decisions made during the research process, including the selection of methodologies and methodology. Thus, A paradigm explains how our unique experiences that is, where we are coming from will shape the meaning we create from the information we collect.

Approach

The interpretivist paradigm's primary goal is to comprehend the subjective realm of human experience (Guba & Lincoln, 1989). This method attempts to get inside the heads of the subjects being studied, and it is the one that I’m going to use for this study. so, to speak by deciphering and interpreting the subjects' thoughts and interpretations of the setting. Instead of focusing on the observer's point of view, every attempt is made to comprehend the perspective of the subject being viewed. Understanding the individual and how they interpret the environment around them is emphasized. The Interpretivist paradigm's central claim is thus that reality is socially produced (Bogdan & Biklen, 1998). This explains why this paradigm has also been referred to as the constructivist paradigm at times. According to this paradigm, theory is based on the evidence produced by the research act rather than coming before it. As a result, data are collected and analyzed in accordance with grounded theory when adhering to this paradigm (Strauss & Corbin, 1990). This paradigm is predicated on a naturalist methodology, a relativist ontology, a balanced axiology, and a subjectivist epistemology.

Method

The process of gathering and evaluating numerical data is known as quantitative research. It is useful for determining averages and patterns, formulating hypotheses, examining causality, and extrapolating findings to larger populations (Bobrov et al., 2024). In the scientific and social sciences, biology, chemistry, psychology, economics, sociology, marketing, etc, quantitative research is frequently employed (Huang, 2022). This study wishes to address the level of accessing digital resources among University of Western Cape undergraduate students, an extent to which University of Western Cape undergraduate students use digital resources, and how the University of Western Cape undergraduate students use digital resources and digital information resources in connection to one other. With the aim and objectives of investigating the challenges that includes limited student access, communicating the information and ideas effectively using appropriate formats, engaging effectively to platforms and to help students adapt in digital communication interactions and information overload of online assessments in digital learning material by first year Nursing students at the UWC. All of this will be possible by applying a quantitative research method.

Participants and Sampling

A research site is a location where individuals conduct research, which may be private or public. Organizations, institutions, businesses, research institutes, fields or outdoor locations, and online platforms like social media, websites, or databases are examples of common research venues (Nduna, 2022). This research will be conducted at the UWC on first year nursing students.

Research population refers to the whole set of people, things, or events that are the subject of the study and have a common trait. It stands for the entire set of components the researcher hopes to investigate and make conclusions about (Jilcha Sileyew, 2020 & Garg, 2016). The participants of this study are first year nursing students at the University of the Western Cape. This group of students is chosen because, utilizing digital resources is crucial in an era where technology is developing quickly. More especially with first-year students to successfully manage their academic and professional life, they must be conversant with digital tools and platforms. There are 102 students at the UWC that are currently studying nursing in first year.

Sampling Method

The process of choosing an accurate representation of a sample from a population can be referred to as sampling (Karoly et al., 2015). Probability sampling, each person in the population has an equal chance of being chosen and it is employed in quantitative research. Probability sampling techniques are the best option if you want to get findings that are typical of the entire population. (Studds, et al 2017). There are two sampling techniques that could be applicable on this qualitative study, which is the Total enumeration and Minimum representative sample method. But the Minimum representation is the correct technique for my data, with the 20% minimum of student’s engagements that could be possible.

A few open-ended questions and closed instruments will be used to gather data. Data sample will be done using closed instruments for four basic reasons. Initially, to contact every student more effectively using a sizable sample size. Secondly, it is impossible to pose inquiries due to the quantity of instruments developed in the indicators of the three research variables. Thirdly, researchers regard this technique as legitimate because it was created by them and has been used in multiple studies, allowing them to address it in relation to UWC academic instruction. Fourthly, an online model for all students whose samples had been determined was created utilizing Google Form for this technique.

Determining sample size

Data collection

Data collection is the methodical process of obtaining and examining data to assess outcomes and provide pertinent answers. It focuses on gathering pertinent material to comprehend a specific topic matter. After the data is gathered, hypothesis testing is done on it with the goal of explaining a phenomenon and forecasting future trends and probability (Schlemitz & Mezhuyev, 2024). Data collection tools are essential for efficiently collecting and evaluating data. After the data is gathered, hypothesis testing is done on it with the goal of explaining a phenomenon and forecasting future trends and probability. Accurate and well-structured data gathering is ensured by having the appropriate instruments, regardless of whether your research is qualitative or quantitative (Matsuo,2020). 

Researchers use various methods to gather information, including interviews, surveys, observations, focus groups, and case studies. Interviews involve direct talks with people to gain insight into individual viewpoints, attitudes, and experiences (Matysek, 2023). Surveys, such as online, paper-based, or phone surveys, gather information from many respondents (Nagpal et al, 2021). Observations, such as firsthand observations, help examine natural behaviours in authentic environments (Pope,2021). Groups involve group discussions to investigate specific subjects and provide comprehensive details about a particular occurrence (Johnson & Odhner, 2021). Case studies are thorough study techniques that scholars employ to look at situations or occurrences, offering in-depth understanding of complicated phenomena Maria da Conceição da Costa Marques, 2021).

Data collection approach

I will choose a minimum quantitative approach representing a small portion of the population. A minimum representation of data can be used to obtain important data without having to pay for studying the complete population by focusing on a tiny portion of the population (Chatterjee et al., 2022). It is far easier and more effective to survey a few hundred people as opposed to thousands or millions of people within a target demographic. Yes, it is possible to swiftly conduct a smaller, representative sample-based survey and provide the results to the development team. Precise and reduced bias (Hawksworth, 2021). The data will be collected from surveys with the UWC first year nursing students.

Self-report measures are used in survey research, a quantitative methodology, on carefully chosen samples. It is an adaptable method that may be applied to a broad range of fundamental and practical research inquiries. Election polling, market research, and applied social research are the foundations of survey research (Adley et al., 2023). Surveys offer cost-effectiveness, generalizability, reliability, and versatility, allowing for consistent data across participants and being used in various fields and topics (Brand et al., 2020). Surveying a broad spectrum of people can be limited by online limitations, as not everyone has internet access. Close-ended questions may have a lower validity rate than open-ended questions, and non-response bias can occur when respondents have no choice but to select an answer or not applicable or other. Survey fraud is a significant disadvantage of online surveys, with some individuals answering for financial incentives rather than contributing the study. The absence of interviewers can also be a negative aspect, as skilled interviewers can coax responses and read body language, detecting untruthfulness, and adjusting questions accordingly (Defrin et al., 2021).

The survey will follow a Google form to design a web-based questionnaire. This questionnaire guideline that will be made up of three main parts: The first section sought to understand more about the participant’s digital literacy and their interactions with the databases of the UWC library. In the second section, participant’s comprehension of the value of having digital abilities will be examined, with a particular focus on their encounters with digital needs and resources. And the third section will be based on the participant’s expectations and attitudes regarding databases are reflected in their idea of databases.

I will first send my questionnaire to my classmates, before sending it to my first-year nursing students. This is important since it will allow me to test the survey and evaluate how appropriate and realistic the questions are. The UWC first year nursing students will the participants to my survey through the online based questionnaire. There will be survey questions and layout that will be distributed to students.

Data capturing

Participants will receive the questionnaires online through email, responses will be recorded automatically and kept in a database. To verify correctness and completeness, I will examine the data I have gathered. During this phase, any flaws or inconsistencies are fixed. The collected information will be kept safe in a central repository like a database server.
To protect the data, appropriate access constraints will be put in place. To examine the data, I will employ statistical tool known R and Python integration. Research reports, publications, or presentations provide summaries of the findings.

Ethical Statement

You are invited to participate in a research study on Utilization of digital academic resources by first year nursing students at UWC conducted by Mtunzikazi Ngozana for the completion of a BLIS research paper at the Department of Library & Information Science, UWC. The purpose of this study is to fill a gap on Information as it will lay out how students make use of the UWC library digital resources allowing librarians and lectures to appropriate training on the digital needs and correct format of searching for resources. You were selected to partake to share your experiences and knowledge. Completing the questionnaire will take about 10 minutes. 

Please be advised that your participation in this research is entirely voluntary, that all data collected will remain confidential. Your name will not be disclosed, nor will details of your discussion be shared with others. There will be no foreseeable risks involved if you participate. If you require any further information, you may contact me by phone 0681331745 or email me on 3973720@myuwc.ac.za. You may also contact my supervisor Dr Oghenere Salubi by emailing osalubi@uwc.ac.za. By completing and submitting the questionnaire, you give consent to partaking in the research.

Delimitations

Utilization of digital academic resources by first year nursing students at UWC. The study will examine the Utilization of digital academic resources in navigating and knowledgeable databases challenges. There won’t be that much of focus on digital platforms such as social media. This research will be conducted between July and October of the year 2024, which will ensure that this study remains relevant. The focus of this study will be on UWC first year nursing students, the results will of course not be applicable to any other courses due to complexity in digital academic resources uses and course arrangements. This study will target nursing students, findings will not be any generalized information from the other faculties. This study will use quantitative methods such as conducting a survey. Qualitative methods such as interviews will not be considered. Data will be collected from the already existing UWC library databases. This study will recognise limitations of data quality and availability. The focus of statistical analysis will be on the rates of accuracy of library databases utilizing skills. And limitations that have relations with statistical power, due to sample size will also be taken into consideration.

Significance

This study aims to explore the digital literacy of first-year Nursing Science students at the University of the Western Cape (UWC). Digital learning resources are crucial for providing fast access to educational content, increasing student engagement, and enabling critical thinking and effective communication. The study will use an online questionnaire to identify digital training needs, appropriate sources of health science, and assess the students’ ability to use the resources. The research will fill a gap in information on how UWC students use library resources, allowing librarians and lecturers to provide appropriate training on digital needs and resource search formats. The study will address challenges such as limited student access, engagement, navigation problems, and information overload in online assessments in digital learning materials. The findings will help improve digital learning programs and enhance student engagement.

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