Librarians and paraprofessionals’ digital literacy competencies and digital programs of public libraries in Western Visayas, Philippines

Abstract

Purpose

This study aims to examine the digital literacy (DL) competencies among librarians and paraprofessionals of public libraries in Western Visayas, Philippines. It also investigated the digital programs implemented, the factors enabling or deterring these programs, DL practices and the availed and needed continuing DL skills development.

Design/methodology/approach

The study adopted the proposed competence areas and competencies for the Digital Literacy Global Framework. A mixed method was used. A total of 10 librarians and 32 paraprofessionals coming from 16 public libraries in the region were surveyed. A follow-up interview was conducted with the five public libraries’ head librarians and library-in-charge.

Findings

Results showed that librarians demonstrated relatively higher levels of DL competencies in all seven areas than paraprofessionals. Librarians and paraprofessionals rated the digital content creation competencies the lowest among the seven areas. Financial constraints, slow internet connection, limited library technology spaces, lack of training and seminars, insufficient digital resources, inadequate librarian and staff and multiple library roles were expressed as limiting factors in implementing digital programs in public libraries. Partnership training is the only DL skills development program availed by the librarians and paraprofessionals. They expressed the need to have library automation and digital content creation workshops.

Originality/value

The study attempts to measure the DL skills of librarians and paraprofessionals of public libraries in Western Visayas, Philippines. Capacity building for librarians and paraprofessionals should focus on the items rated very poor to average.

1. Introduction

Emerging technologies have transformed the field of librarianship, creating opportunities and roles in the digital era (Bosque and Lampert, 2009). This changing landscape of information and technology influences the skills and competencies needed by Library and Information Science (LIS) professionals (Santos, 2018). Digital skills are essential for librarians to develop digital literacy (DL) and become proficient in using modern technology tools (Borbély, 2022). DL is “the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies” (Law et al., 2018, p. 6). The United Nations Sustainable Development Goal (SDG) 4 – Quality Education, specifically the Thematic indicator 4.4.2. aims to raise the number of youth and adults with digital literacy skills (Law et al., 2018; UNESCO Institute for Statistics, 2018). Libraries are recognized institutions for helping improve outcomes across the SDGs [International Federation of Library Associations (IFLA), 2016]. Digital operations are now the standard for libraries. Libraries use modern technology to enable access to digital resources and integrate them into their services [International Federation of Library Associations (IFLA), 2010]. Digital libraries are typically open systems and services that facilitate the progression of knowledge and culture, encompass curated collections of digital resources and usually use a repository-focused architecture (Calhoun, 2014). It is evident from the above duties that librarians need to possess above-average digital abilities (Borbély, 2022).

The public library is the most inclusive public institution in the 21st century (Strover, 2019). The IFLA highlighted the role of libraries and librarians in offering DL as one of its core services (IFLA, 2017). In the Philippines, the number of public libraries grew because of the Republic Act (R.A.) 7743, an act providing for the establishment of Congressional, city and municipal libraries and barangay reading centers throughout the Philippines (Philippines, 1994). As defined by the Implementing Rules and Regulations of R.A. 7743, a barangay reading center is “a public library that is located, established by, and maintained by a barangay, with the primary purpose of serving the library and information needs of barangay residents.” The barangay is the lowest tier of governance (Philippines, 1994). As of 2018, there are 1,455 public libraries affiliated with the National Library of the Philippines (NLP). However, only 40% of them are listed as active. Under RA 7743, the total number of public libraries and reading centers should match each region’s Local Government Unit (LGU) count. In Western Visayas, there are 73 public libraries, constituting only 2% of the total number of LGUs in the region (NLP, 2018). As of June 2023, there are 1,640 public libraries affiliated with NLP, of which 77 are in Western Visayas, with 48 listed as active (National Library of the Philippines, 2023a).

The Professional Regulatory Board for Librarians (PRBFL) Resolution No. 5, s2015, or the Prescription, Adoption and Promulgation of the Revised Standard for Philippine Public Libraries, stated that public libraries should provide the technological needs of their patrons, specifically free access to the internet, facilities for information technology and communications services and a website to promote services and activities [Professional Regulation Commission (PRC), 2015a]. However, only a few public libraries have servers, laptops, access to Wi-Fi and electronic braille readers. Regarding learning resources, 39% have audio-visual materials and 18% have e-books and e-journals. Only a few have learning platforms, computer programs and other sources of learning resources (National Library of the Philippines and Macapagal, 2018). In a separate study, city and provincial libraries in Western Visayas were found to have minimal facilities to support the client’s needs, and they do not have a library website (Crucero, 2021). Municipal public libraries in Iloilo and Western Visayas were not compliant with almost all the qualifications of the public library standards (Suaga, 2021; Tuble and Bayoneta, 2020). Most were managed by paraprofessionals who lacked the knowledge and skills to manage a library successfully (Crucero, 2021; Suaga, 2021; Tuble and Bayoneta, 2020).

The National Competency-Based Standards for Filipino Librarians (NCBSFL) included technology competencies as one of the core skills prescribed by the Professional Regulation Commission [Professional Regulation Commission (PRC), 2015b]. The Revised Standards for Philippine Public Libraries, specifies that a licensed librarian should supervise the library. First-class province and city libraries should have two full-time librarians and four paraprofessionals; for municipal libraries, two full-time librarians and three paraprofessionals. One librarian and three paraprofessionals are required for second-class city and provincial libraries. For the third- to fifth-class, a full-time librarian and four paraprofessionals are required. For municipalities, the second-class requires one librarian and one paraprofessional. Third- to sixth-class municipalities require one librarian (PRC, 2015a). However, the NLP survey revealed a significant decrease from 2005 to 2018 in the number of librarians managing public libraries, with only 142 (10%) librarians library in charge (National Library of the Philippines and Macapagal, 2018). Librarians are defined under R.A. 9246, or the Philippine Librarianship Act of 2003, as those who have passed the licensure examination and have been granted a Professional Identification Card and Certificate of Registration by the PRBFL (Philippines, 2004). Moreover, information literacy was added as a core LIS course. Additionally, digital libraries and resources were also added as one of the information and communications technology (ICT) courses in the commission on higher education Memorandum Order No. 24, s2015, Revised Policies, Standards and Guidelines for the Bachelor of LIS Program (Commission on Higher Education, 2015). Based on PRC data, from 1992 to 2023, there were 10,709 licensed librarians in the Philippines (S. Alayon, personal communication, June 16, 2024). This figure appears insufficient to cover the needs of all types of libraries; 12,699 public libraries have been identified since 2012 (Peralejo, 2014). Owing to the shortage of licensed librarians, paraprofessionals are hired to support the library despite not holding a license to practice librarianship and lacking the necessary training (Obille and Golfo-Barcelona, 2022).

Theoretical framework

The study used the Digital Literacy Global Framework (DLGF), a project aimed at creating an approach that can be used as the basis for the UN SDG thematic Indicator 4.4.2 “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills.” The framework (see Appendix) comprises seven areas:

• devices and software operations;

• information data literacy;

• communication and collaboration;

• digital content creation;

• safety;

• problem-solving; and

• career-related competencies (Law et al., 2018).

Statement of the problem and objectives of the study

The current situation in the Philippine public libraries suggests putting more effort into improving its library administration, DL services and ICT facilities. Furthermore, there is a scarcity of current data about the public libraries’ contributions to DL and librarians’ and paraprofessionals’ readiness to assist patrons’ digital needs. Thus, the study examines the DL competencies among public librarians and paraprofessionals. It also determined the digital programs implemented, the factors enabling or deterring these programs, the digital programs and DL practices and the continuing DL skills development availed and needed by the librarians and paraprofessionals. The findings have implications for public libraries as they offer insights into the training necessary for librarians and paraprofessionals to enhance digital competencies. To further develop and promote public libraries’ DL programs and services. It contributes to the literature on libraries and information science, particularly in recent advances in library technology.

2. Review of related literature

Public libraries, librarians and paraprofessionals

The development and vast potential for expansion of public librarians and libraries across India undergo many challenges (Chaurasia and Singh, 2024). In certain countries like Pakistan, public libraries suffer from a lack of competent staff. Libraries must add more professionals and training for paraprofessionals to increase their capacity to assist customers (Warraich et al., 2016). On the other hand, paraprofessionals in Malaysia are expected to complete training in organizational knowledge, reference and research, collection management, content organization and structure and library technology management (Masrek et al., 2012). In Singapore, public libraries offer several opportunities for librarians to keep up-to-date and develop new skills. Attending library conferences enables librarians to stay abreast of developments and trends within the field (Sabaratnam and Ong, 2013).

In South-South Nigerian public libraries, the level of work performance of paraprofessionals and librarians differs significantly. Personnel cannot do their jobs sufficiently due to insufficient training, interpersonal skills deficits and staff shortages (Urhefe-Okotie et al., 2022). In Hungary, public libraries are obliged to provide professional support and services for the development of digital skills of their users (Borbély, 2022).

Public libraries, librarians and paraprofessionals in the Philippines

The public library strives to provide information services to encourage the education of people from all sectors of the community (Mercado-Garcia and Alaya-ay, 2013). It must meet patrons’ information and service needs (Yap et al., 2022). In Region Seven (7), 30 out of 32 municipal public libraries are managed by paraprofessionals and are not compliant with the personnel qualification (Laspinas, 2014). In Leyte, out of seven public libraries, only two librarians and five paraprofessionals run the library (Ortego, 2016). In a separate study, librarians excelled in DL, particularly their ability to find, use and share information (Calilung, 2022).

Digital literacy skills/competencies of public librarians and paraprofessionals

Librarians are essential information specialists in the digital era (Henninger, 2021). Based on the percentage of librarians with fundamental abilities in the DigComp framework, librarians were most proficient in information and data literacy and least competent in content development (Borbély and Némethi-Takács, 2023). Librarians indicated a strong desire and a need for ongoing technical training and development to advance DL and improve one’s ability (Martzoukou and Elliott, 2016). The slow pace of technological adaptation and constraints were impeding the development of DL skills of public library professionals and staff (Khatun et al., 2015). It takes much time for a public library to stay updated on DL (Robertson, 2014). Among the many roles they serve in public libraries, paraprofessionals need more confidence in digital technology-related tasks (Erickson, 2018).

Digital literacy in the Philippines

The ongoing situation in the Philippines shows low DL regarding ICT competency [Philippine Institute for Development Studies (PIDS), 2021]. Maji and Laha (2022) investigated the digital skills of 43 Asia-Pacific countries from 2012 to 2017. The findings indicated that a digital divide across Asia-Pacific countries, particularly the Philippines, had a low level of development in ICT and low digital skills. The governments of Asia-Pacific nations must make a rationale to expand the digital infrastructure (Maji and Laha, 2022). R.A. 10929, the Free Internet Access in Public Places Act, was enacted to offer free Internet connection in public areas to promote an informed society and facilitate engagement in the progressing information and communication age (Philippines, 2017). It aims to support the move for Filipinos to learn a new set of ICT-related skills in the digital era. Recently, the basic education curriculum for the Alternative Learning System under learning strand 6 included a new learning strand on DL to equip students with the knowledge, skills and values necessary for success and effective performance (Department of Education, 2017).

Challenges faced by public libraries

Librarians encountered challenges integrating innovative concepts into their libraries, such as technology training, reading games or recently developed government services (Katz, 2021). The lack of government administration support in libraries leads to uneven provision and stability of library services (Conners, 2024; Strand and Britz, 2018). It also resulted in a lack of staff and inadequate staff development (Stilwell, 2016). In Nigeria, insufficient staff strength, lack of interpersonal skills and untrained staff hinder adequate personnel job performance (Urhefe-Okotie et al., 2022). The lack of training in new digital services has negatively impacted the library (Hartnett et al., 2020). Overall, problem areas include the management of grants, project management skills, staff stabilization through permanent appointments of qualified librarians and financial mismanagement (Martzoukou and Elliott, 2016; Stilwell, 2016).

The problem in Western Visayan public libraries was that they did not meet nearly all of the requirements outlined in the Philippine Standards for Public Libraries (Crucero, 2021; Estrullo-Suaga et al., 2021; Suaga, 2021). The ignorance of public library law (RA 7743) and the absence of legal penalties for non-compliance with the legislation (Tuble and Bayoneta, 2020). None of the public libraries in Leyte could provide library facilities that met the required standards (Ortego, 2016). Insufficient funding, which impeded the procurement of current supplies, infrastructure and technology, resulting in ineffectiveness of public library services (National Library of the Philippines and Macapagal, 2018).

Roles of public libraries in fostering digital programs and digital literacy

To foster an informed, democratic society, public libraries promote the development of media and information literacy and DL skills for individuals of all ages (International Federation of Library Associations and Institutions and United Nations Educational, Scientific and Cultural Organization, 2022). To promote an inclusive, equitable digital society, libraries have a critical role in bridging the digital divide and improving literacy (Wang and Si, 2024). DL skills are vital because they provide access to knowledge and involvement with government services progressively offered online (Whiteside et al., 2022). Public libraries advocate progress, cultivate knowledge and explore their functions in society, culture, education, economy and democracy (Kosciejew, 2020). Although there has been a shift in the level of literacy, public libraries are still crucial for maintaining and fostering future development (Söderholm and Nolin, 2015).

Digital programs and services conducted by public libraries

Public libraries conduct digital programs through collaborations with private, local and non-government units. The Department of Information and Communications Technology (DICT) and other international programs, such as Beyond Access, support developing digital skills and DL among public libraries in the country, building community, nurturing national-level partnerships, ICT services, Technology for Education (Tech4Ed) and computer literacy program (National Library of the Philippines and Macapagal, 2018). Other programs include DigiBayanihan, a non-governmental association in Makati, to innovative digital empowerment efforts to educate DL and digital citizenship (DigiBayanihan, 2024).

To sustain and advance community interests and objectives, libraries partner well with other community-based groups, local government bodies and small companies (Visser, 2013). Digital services using Internet navigation and websites like Digitallearn.org, GCFLearnFree.org, digitalliteracy.gov, Code.org, Lynda.com and AdobeTV enable the community to develop DL skills (Alleman, 2018). Advanced digital skills training is provided by public libraries on basic skills centered on Internet browsing, Microsoft Word use and social media usage (Detlor et al., 2022). Social media digital initiatives give the library a platform to expand and deepen its user-centered viewpoint (Kronqvist-Berg, 2014). It provides an understanding of the most efficient way to utilize social media to promote public library resources and services (Choi and Joo, 2018). Libraries use social media for many purposes, but their primary goals are to interact with their communities and disseminate information about their resources and services (ALA, 2018).

DL programs is available in over 88% of public libraries, both formally and informally (Public Library Association, 2020). Through Little Leapers 3.5 Digital Camp, organized by the Reference and User Services Association (RUSA), librarians teach parents and caregivers how to assist young children improve their DL skills using laptops and tablets. This program aims to help young children become more digitally literate while showing parents how to engage positively with media and technology. Incorporating e-books and audiobook material into our conventional online catalog has aided Materials Advisory services through supporters of Library Friends (Thompson, 2015).

3. Methodology

The study used a mixed-method design, where both quantitative and qualitative data were collected. To gather the quantitative data, the authors developed paper and online questionnaires to assess the DL competencies of librarians and paraprofessionals. The respondents were librarians and paraprofessionals of public libraries in Western Visayas, Philippines. There were 48 active public libraries out of 77 affiliated public libraries (National Library of the Philippines, 2023a). Active libraries included four (4) provincial public libraries, 16 city public libraries, 22 municipal public libraries and 6 barangay reading centers. Purposive sampling was used to select the study’s respondents. The email addresses were taken from the directory prepared by the National Library of the Philippines (NLP). The study adopted the DLGF for the use of the UNESCO Institute for Statistics (Law et al., 2018). After securing the approval letter and ethical clearance from the University Socio-Behavioral Science Research Ethics Review Committee, an invitation for participation in the online assessment was sent through email to the head librarians or officer in charge of the public libraries. A total of 42 individuals – 10 librarians and 32 paraprofessionals from 16 public libraries responded 10 professionals and 32 paraprofessionals responded to the survey. Table 1 shows the demographic profile of librarians and paraprofessionals respondents. The quantitative data were tabulated using Microsoft Excel. Descriptive statistics defined the respondents’ demographics and measured their DL competencies. The frequency count and mean were used for answers that measure a five-point Likert-type scale with one (1) as very poor to five (5) as excellent.

For the qualitative study, the researchers selected the head librarian or officer in charge to be the respondents, considering these individuals possess opinions and thoughts on the topics at hand. Only 10 public libraries of the 16 libraries expressed interest in participating. The dates for face-to-face and online interviews were set. However, owing to the conflicting schedules, only four head librarians and one officer in charge participated in the face-to-face or online interview. The researchers labeled the respondents as Public Library (PL) 1, 2, 3, 4 and 5 to protect their privacy, safety and adherence to the study’s ethical principles. Table 1 shows the demographic profile of librarians and paraprofessionals respondents. The qualitative data were analyzed using the NVivo software.

4. Results

Quantitative

Devices and software operation competency area.

Figure 1 shows the devices and software operation competency area of the respondents. Most librarian respondents rated themselves good, and only a few rated excellent in all areas. More than half of the librarians rated good (7 out of 10) in A3 – Knowing the data, information and digital content that are needed to operate software tools and technologies. For paraprofessionals, most of the respondents rated themselves as poor to good, with mostly average in all four areas.

Information and data literacy competency area.

Figure 2 shows the information and data literacy competency of the respondents. For librarians, most of the respondents rated themselves as good, with a few excellent and average in all areas. Of 10 respondents, 9 rated themselves excellent and good in B2 – Searching for data, information and content in digital environments. As for the paraprofessionals, most of the respondents rated themselves as poor to good in all areas. In B8 – Comparing the credibility and reliability of sources of data, information and digital content and B9 – Critically evaluating the credibility and reliability of sources of data, information and digital content, a high proportion of the paraprofessional respondents rated themselves as average to good.

Communication and collaboration competency area.

Figure 3 shows the communication and collaboration competency of the respondents. Most librarian respondents rated themselves as good, with a few excellent and average. Specifically, in C1 – Interacting through a variety of digital technologies, 3 out of 10 rated themselves as excellent. Paraprofessional respondents rated themselves ranging from poor to good, with mostly average. Their lowest competence is in C4 – Acting as an intermediary, to know about referencing and attribution practices, with 17 respondents rating themselves as average, 7 as poor and 1 as very poor.

Digital content creation competency area.

Figure 4 shows that most of the librarian respondents answered good and average. Specifically, in D7 – Understanding how copyright and licenses apply to data, information and digital content, three rated themselves as excellent and six as good. Apparently, 6 out of 10 respondents rated themselves average and poor in D9 – Developing a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task. For paraprofessionals, most of the respondents rated themselves from poor to good in all areas of digital content creation. Noticeably, they are least competent in D4 – Modifying information and content into an existing body of knowledge to create new, original and relevant content and knowledge, with 24 out of 32 respondents rating themselves as very poor to average.

Safety competency area.

Regarding safety competence, most librarian respondents rated themselves as good in all areas, with a few excellent and average (Figure 5). Almost all respondents rated as good in E5 – Understanding how to use and share personally identifiable information while being able to protect oneself and others from damage (9 out of 10). Meanwhile, most of the paraprofessional respondents rated themselves as average and good. The librarian and paraprofessional respondents showed the highest competency in E8 – Protecting oneself and others from possible dangers in digital environments (e.g. cyber bullying).

Problem-solving competency area.

Moreover, in the problem-solving competency of librarians, Figure 6 shows that most respondents rated themselves as good with a few averages. Noticeably, the respondents showed the highest competency in F11 – Seeking opportunities for self-development and keeping up to date with the digital evolution. However, a few rated as poor in F2 – Solving technical problems. For paraprofessionals, most of the respondents rated themselves as poor to good. They were found to be the lowest in F12 – Processing a computable problem into sequential and logical steps as a solution for human and computer systems, with 16 out of 32 rating themselves as average and 9 as poor.

Career-related competency area.

Finally, for career-related competencies, Figure 7 shows that more than half of the librarian respondents answered well in all competencies with a few averages. A total of 7 out of 10 rated good in G1 – Identifying specialized digital tools and technologies for a particular field. Moreover, 4 out of 10 rated themselves average in G3 – Understanding and evaluating specialized data, information and digital content for a specific field within a digital environment. Meanwhile, for paraprofessionals, the respondents rated themselves mostly average in all competencies. In G2 – Using specialized digital tools and technologies for a particular field, they showcased the lowest competency, wherein 19 rated average, 6 as poor and 1 as very poor.

Digital literacy competencies of public library professionals and paraprofessionals.

In summary, Figure 8 shows that librarians perceived high competencies in all DL competencies. Librarians exhibited the lowest competency in 4.1.4 Digital content creation, followed by 4.1.6 Problem-solving. On the other hand, paraprofessionals exhibit almost the same level of competency in all seven areas. They rated themselves lowest in 4.1.4 Digital content creation and 4.1.1 Devices and software operation. Both respondents have 4.1.5 Safety as the highest among all competencies.

Digital programs of public libraries in Western Visayas qualitative

Programs with partnership.

All five public library respondents have partnered with the NLP to provide electronic resources and digital materials for individuals with disabilities. On the other hand, the DICT supported public libraries in engaging with their communities through e-government services and the Tech4Ed program, offering livelihood opportunities and teaching basic computer skills. PL 1 highlighted that:

Building partnerships with local businesses, educational institutions, and technology organizations can enhance the library's ability to provide cutting-edge digital services.

The DICT projects support public libraries in developing digital services through ICT services such as Tech4Ed and computer literacy program (National Library of the Philippines and Macapagal, 2018). The Department of Science and Technology – Science and Technology Information Institute (DOST-STII) has provided some public libraries with Science and Technology Academic and Research-Based Openly-Operated Kiosk (STARBOOKS), which has provided access portals (offline and online) to scientific information physically available at DOST, Philippine eLib project sources, open online resources and subscription databases. Moreover, Bangko Sentral ng Pilipinas (BSP) provides digital resources for financial and economic matters in some public libraries.

Social media platforms.

To reach more users, public libraries have found both Facebook and TikTok to be valuable social media platforms, and they have shared online stories and created TikTok reels. All respondents noted that Facebook is the primary platform for promoting digital programs and services and reaching a wider clientele. Librarians learned to create content and use additional digital platforms such as reference services, library websites, YouTube and TikTok to enhance user engagement and accessibility. The respondents agreed that:

Public libraries can use social media, online forums, and other digital platforms to connect with the community.

Literacy program.

PL 1 and PL 3 offered DL programs covering computer literacy, online storytelling and Digitalino. The primary goal of the computer literacy program is to educate the community on fundamental computer skills (Windows, Word, Excel, PowerPoint, Gmail, Zoom and Internet navigation). As PLs 1 and 3 said:

Using digital technologies is fundamental for public libraries to fulfill their mission of providing equitable access to information, education, and cultural enrichment in a rapidly evolving digital phase, crucial for individuals who may not have access to such technologies at home.

Provide facilities to cater to disadvantaged sectors like people without access to technology.

On the other hand, PLs 2, 4 and 5 lacked the resources to implement a literacy program because of insufficient computers and a shortage of qualified personnel.

Factors enabling the digital programs and digital literacy practices of librarians and paraprofessionals

Training/seminars.

Through their participation in training or seminars, respondents discuss their experiences and strategies to improve their DL skills. Respondents 2, 4 and 5 emphasized the need for training or orientation before implementing digital programs to ensure that:

We must be equipped to do this thing.

To have training for library staff since there are oldies to develop their digital skills.

Partnerships.

To provide e-government services, the library collaborates with government agencies, nonprofit organizations and other groups. Public libraries recognize the role of their partners in building a community of digitally literate staff and users. PL 1 said:

Collaborations can lead to shared resources, expertise, and innovative programs.

Administration support.

Public libraries need local government and administrative support to fund various activities, digital programs and training. PL 5 expressed enthusiasm and stated:

The administration also supports the library program because they allow new library building, and since the province won a monetary prize, they will give it to the library for modernization and improvement.

Another PL added:

Since we are in the Local Government Unit (LGU), the support is crucial.

Internet connection.

A public library must have an internet connection for patrons to benefit from electronic materials and online databases. PL 1 said:

Access to educational platforms, Internet or Wi-Fi access, and multimedia content. Ensuring that these resources are easily accessible and user-friendly is important.

Technology adoption.

With the advent of technology, the role of libraries has been evolving. PL 3 highlighted and PL 5 also presented the analogy:

It is important for public libraries to support people in accessing and using digital technologies to bridge the digital divide, promote digital literacy, enhance access to information resources, and adapt to technology.

Libraries are not only about books, it’s not our enemy, and we are best friends with technology.

The respondents also mentioned that they were not tech-savvy or old enough to learn technology.

Feedback mechanisms.

Patron feedback is needed to improve library services and advance DL skills. PL 1 discussed that:

Establishing mechanisms for user feedback allows libraries to assess the effectiveness of their digital services. Feedback can help identify areas for improvement and ensure that the library is meeting the evolving needs of its users.

Factors deterring the digital programs and digital literacy practices of librarians and paraprofessionals

Financial constraints.

Results showed financial constraints in the library technology and insufficient digital resources among 5 PLs. Inadequate supply of digital equipment– primarily computers, hampers their ability to subscribe and offer access to online databases. According to PL 1:

Licensing restrictions and high costs associated with digital resources may limit the library’s ability to provide a diverse range of online materials, libraries may struggle to invest in modern technology, updated infrastructure, and provide the necessary training for staff without adequate funding, which reduces the overall value of digital services.

PL 5 said:

We had subscriptions before. Last year, [we subscribed to] CD Asia and ProQuest, but we ended it due to budget constraints. We can't maintain and be able to continue it.

Slow internet access.

The unstable connectivity in respondents’ geographic locations was experienced during the Zoom interviews. Respondents agreed that:

Slow Internet connectivity and outdated computer systems can hinder the delivery of digital services and limit user access to online resources.

Limited library technology spaces.

Limited library spaces are some reasons why the digitization of collections is essential. PL 2 narrated that:

Prioritizing digitization of resources is important since we have limited space, and one way we can improve [innovate] is to improve our digital services so that people can reach us and have easy access for all.

Lack of training/seminars.

Public libraries expressed the need for capacity-building programs for librarians and paraprofessionals. The respondents also noted that paraprofessionals lack digital skills and need more training. PL 3 said:

We have none, but we resort. That is because they are not entitled to [attend] paid seminars. So, we resort to offering free and local [in-house] training.

Insufficient digital resources.

The lack of public computer equipment is a problem that libraries often address. In agreement, one respondent added that:

Lack of computers for users and staff is necessary for functioning.

Inadequate librarians and paraprofessionals.

Public libraries often struggle with understaffing and insufficient staff development. Some have limited Plantilla or permanent positions in the LGUs. Moreover, there is a need for licensed librarians with expertise in DL. One respondent said:

There is a lack of technical support or limited access to experts who can address issues with digital infrastructure and services can frustrate both library staff and users, impacting the overall digital experience.

Multiple library roles.

Public libraries are connected to an LGU office with assigned responsibilities. This includes participating in events organized by the LGUs and other stakeholders they serve. PL 4 acknowledged their various responsibilities:

Since we are under the [supervision of] various offices, if they have activities, we assist them.

Availed and needed continuing digital literacy skills development programs for librarians and paraprofessionals

Partnership training.

The public libraries rely on partnerships with the Provincial Information Office, DICT and the City Government to provide training, workshops and seminars. To quote one respondent:

[We are] Willing to send the staff to train on digital literacy.

Library automation workshop.

The library automation workshop is what public libraries aspire to create once they have implemented a Library Management System [online public access catalog (OPAC), Koha, DSpace] and digitized their library materials. All respondents agreed that the integrated library system and staff training are necessary for efficient library collection retrieval, borrowing and easy searching:

We need a library management system because we work manually and don't have one of our own.

Digital content creation.

Using a digital platform to create valuable content and exchange ideas is a trend in all libraries, not only for public libraries, PL 2 encourages co-librarians to share content that can help clientele:

Librarians should also create content and evaluate not just repository of knowledge, but it must be shared.

5. Discussion

Technology has permeated all aspects of library services and operations. Thus, core technology competency is needed for librarians to contribute effectively to library operations. It is also identified as one of the NCBSFL (PRC, 2015b). The digital competence assessment was tailored to the DLGF project. In each of the seven competence areas of the DLGF, librarians perceived notably higher levels of competence in this study. Meanwhile, paraprofessionals’ perceived competence is concerning. This signifies that while most of the librarians are already at the level of good competency, paraprofessionals still struggle to achieve at least the average competency.

Librarians showcased good competence in each 4.1.1 Devices and software operations area. However, only a few considered themselves excellent, and a large proportion still answered average. When it comes to paraprofessionals, most of them answered average, with a concerning number answering poor and very poor. In the software operations of digital devices, additional attention should be directed toward librarians and paraprofessionals, which is concerning for NCBSFL 2.1 is understanding and using basic computer hardware.

Regarding 4.1.2 Information and data literacy, librarians are expected to be highly competent. Hence, most librarians consider themselves excellent, notably in searching for data, information and content in digital environments and almost all of them express good and excellent competency. The NCBSFL 3.2.1 asserts that librarians should be able to identify and use search engines, Web directories and databases. They should also be competent in evaluating and validating information and its sources. Librarians were highly competent in analyzing and critically evaluating the credibility and reliability of data and information sources. Librarians excel in information literacy, possibly because of their extensive training in librarianship (Borbély, 2022). With their formal education and developed skills, professional librarian practitioners are competent in organizing, sharing, safeguarding and preserving information (Yap et al., 2023). Paraprofessionals have difficulty comparing and critically evaluating the credibility and reliability of sources of data, information and digital content.

Most of the librarians showcased good competence 4.1.3 Communication and collaboration area. They can interact effectively through various digital technologies. Good communication skills are emphasized as the top personal competency expected from Filipino librarians (Santos, 2018).

In terms of 4.1.4 Digital content creation competency, librarians specifically showed high competence in understanding how copyright and licenses apply to data, information and digital content with 9 out of 10 answering proficiently. The code of ethics for librarians and other information workers states that librarians must uphold copyrights and licenses (IFLA, 2012). As also stated in the NCBSFL 5.1.3, librarians should be familiar with the laws on intellectual property rights. Implementing appropriate limitations and restraining the expansion of copyright terms. However, librarians performed poorly in developing a sequence of understandable instructions for a computing system and in solving technical problems. Librarians consistently showcased poor to average ratings in programming and software functions-related competencies in each area. This implies the need for workshops and training in programming-related subjects, especially because performing basic procedures to address software application problems is one of the competencies in NCBSFL. Meanwhile, librarians and paraprofessionals are mostly average in modifying, integrating and improving digital content. This is evident in the qualitative findings of the study, as one potential shortcoming of the public libraries identified was that they do not have their own websites; instead, they all use Facebook to promote their digital programs and services. As PL2 encourages co-librarians to share content that can help clientele:

Librarians should also create content and evaluate not just a repository of knowledge, but it must be shared.

Public libraries are anticipated to offer digital services, social media and e-resources to fulfill the community’s demands (American Library Association, 2018; Choi and Joo, 2018; Dahuya et al., 2023). Most librarians rated themselves as average in the digital content creation area. This is similar to paraprofessionals, with most of them rating poorly. This contrasts with Calilung (2022) findings, which show that librarians are adept at using social networking apps, graphic design or editing tools and multimedia programs.

The 4.1.5 Safety competency area emphasizes keeping personal information private and safeguarding digital devices. Meanwhile, 4.1.6 Problem-solving competency identifies and resolves conceptual problems and situations in digital environments. In these competence areas, librarians were found to be highly competent, with most of them rated as good. Specifically, the librarians and paraprofessionals showcased the highest competence in protecting oneself and others from possible dangers in the digital environment. Librarians show higher proficiency in digital safety (Borbély, 2022). The NCBSFL also mentions that librarians should be knowledgeable about emerging technologies. Librarians are keeping up with digital advances, but some have difficulty solving technological issues.

As stated in the NCBSFL competency 7, the application of information tools and technologies in the library and information environment is required. Regarding 4.1.7 Career-related competency of librarians and paraprofessionals, the respondents only exhibit average competence in understanding and evaluating technologies in their field. The interview respondents also emphasized the importance of identifying digital tools they can integrate into their libraries, similar to OPAC, Koha and DSpace, to aid in efficiency and facilitate the easy search, retrieval and organization of collections.

6. Conclusion

Librarians generally perceive themselves to have a higher level of DL competency in each of the seven areas of the DLGF than paraprofessionals. Librarians perceived average to good DL competencies. Their formal education and extensive experience in accessing, managing, integrating, communicating, assessing and securely generating information through various digital technologies have given them an advantage over paraprofessionals. A degree in librarianship and being a professional librarian positively impact DL competency levels (Borbély, 2022). Of the seven areas of competencies, the librarians were found to be most competent in information and data literacy, followed by safety, communication and collaboration in the digital environment. In the areas of devices and software operations and career-related competencies, the average level of competency is almost the same. Librarians exhibited the lowest competency in digital content creation, followed by problem-solving. These findings are consistent with Borbély (2022), who revealed that librarians were found to be most competent in information and data literacy and least competent in content development.

On the other hand, paraprofessionals exhibit almost the same level of competency in all seven areas. Their most competent areas are safety, followed by information and data literacy. They rated themselves lowest in digital content creation, followed by devices and software operations.

In Western Visayas, most programs conducted by public libraries are established through partnerships, underscoring the importance of collaborative efforts. Partnerships highlighted are with government agencies such as the NLP, the DICT, BSP and the DOST.

Despite the desire to conduct digital programs, public libraries identified a lack of financial support as the main obstacle. Western Visayas public libraries needed an integrated library system to organize collections and automate services and resources. Among the list of needed continuing DL skills development programs, public libraries highlighted the necessity for a library automation workshop.

7. Recommendations

For future revisions, the Philippine public libraries’ standards might consider including digital services and utilization programs. Moreover, DL should be considered one of the information technology competencies and core skills for the national competency-based standards for Filipino librarianship. It is essential to prioritize continuing professional development for librarians and capacity building for paraprofessionals in digital content creation. As public libraries in the country employ many paraprofessionals, enhancing paraprofessionals’ digital competency is necessary. It is essential to prioritize continuing professional development for librarians and capacity building for paraprofessionals in digital content creation. These can be organized by the NLP and the National Committee on Library and Information Services of the National Commission for Culture and the Arts and several libraries and librarians associations, such as the Philippine Librarians Association Inc., Association of Librarians in Public Sector, Inc..

Public libraries should invest in collaborations and partnerships and secure funding to automate their services and install integrated library systems. Libraries should strengthen partnerships with leading government agencies. Specifically with the NLP for electronic resources and digital materials for individuals with disabilities; BSP for their digital resources for financial and economic matters; DICT for their e-government services and the Tech4Ed programs; DOST-STII for their online content, livelihood videos through STARBOOKS. Public libraries must also explore additional donors and sponsors from non-government organizations and the private sector. Additionally, maintaining collaborative relationships with the LGUs and communities they serve is crucial for fulfilling patrons’ needs.

The authors wish to thank Dr Manuela R. Losañes for her significant contributions to this research, including her valuable feedback and suggestions.

Figure 1.

Devices and software operations competency of librarians and paraprofessionals

Figure 2.

Information and data literacy competency of librarians and paraprofessionals

Figure 3.

Communication and collaboration competency of librarians and paraprofessionals

Figure 4.

Digital content creation competency of librarians and paraprofessionals

Figure 5.

Safety competency of librarians and paraprofessionals

Figure 6.

Problem-solving competency of librarians and paraprofessionals

Figure 7.

Career-related competency of librarians and paraprofessionals

Figure 8.

DL competencies of librarians and paraprofessionals

Table 1.

Respondent’s demographic profile

Demographic profile	Librarian(n = 10)		Paraprofessional(n = 32)		Total(n = 42)
	f	%	f	%	f	%
Sex
Male	0	0	9	28.13	9	21.43
Female	10	100	23	71.87	33	78.57
Age range
20–29 years old	0	0	5	15.63	5	11.90
30–39 years old	4	40	5	15.63	9	21.43
40–49 years old	3	39	10	31.25	13	30.95
50–59 years old	2	20	9	28.13	11	26.19
60–69 years old	1	10	3	9.38	4	9.52
Highest educational attainment
Undergraduate	0	0	5	15.63	5	11.90
Bachelor’s degree	7	70	27	84.38	34	80.95
Master’s degree	3	30	0	0	3	7.14
Public library type
Barangay reading center	1	10	5	15.63	6	14.29
Municipal public library	1	10	0	0	1	2.38
City public library	4	40	16	50	20	47.62
Provincial public library	4	40	11	34.38	15	35.71

Source: Authors’ own work