Libraries at University of Nebraska-Lincoln


Document Type



Abinew, A.A. & Vuda, S. (2013). A case study of acceptance and use of electronic library services in universities based on SO-UTAUT model. International Journal of Innovative Research in Computer and Communication Engineering,1(4), 903-910. Retrieved from: se%20Study.pdf

Adegbore, A. M. (2011). University Faculty Use of Electronic Resources: A Review of the Recent Literature. PNLA Quarterly, the official publication of the Pacific Northwest Library, 1-11.3.

Bakkenes, I., Vermunt, J. D., & Wubbles, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experience teachers. Learning and Instruction, 20(6), 533–548. doi:10.1016/j. learninstruc.2009.09.001

Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210- 230. Retrieved from http://jcmcindiana;edu/vol13/issue//boyd.ellison.html.

Haridasan, S., & Khan, M. (2009). Impact and use of e-resources by social scientists in National Social Science Documentation Centre (NASSDOC), India. The Electronic Library, 27(1), 117–133.

Isman, A., & Canan Gungoren, O. (2014). Digital citizenship. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 73–77.

Junco, R. (2011). Too much face and not enough books: The relationship between multiple indices of Face book use and academic performance. Computers in Human Behavior, 28(1), 187-198.

Kaplan, A.M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59-68.

Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L. A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C. Collins-Block, S. Parris, & P. Afferbach (Eds.), Comprehension instruction: research based best practices (pp. 321–346). New York: Guilford Press.

Martin, A. (2008). Digital Literacy and the “Digital Society.” In C. Lankshear (Ed.), Digital Literacies: Concepts, Policies and Practices (1st Edit.). New York: Peter Lang Publishing Inc.

OECD. (2001). Understanding the digital divide. Retrieved from pdf

Omallah, B.G. (2013). Role of E-resources in research management. A case of Mount Kenya University.

Pérez, J.M. (2008). Media Literacy. New Conceptualisation, New Approach. In Carlsson, U.; Tayie, S.; Jacquinot-Delaunay, G. and Pérez Tornero, J.M. (Eds.). (2008). Empowerment through media education. An intercultural dialogue. Sweden: Nordicom, University of Gothenburg.

Spires, H., & Bartlett, M. (2012). Digital literacies and learning: Designing a path forward. Friday Institute White Paper Series. NC State University.

UNESCO (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. Available at


Digital literacy is essentially an indispensable skill as technology is rapidly evolving and so is advancement in information resources, especially digital resources. As the use of digital resources continue to rise within higher institutions of learning, students are expected to develop the required digital literacy skills. Digital literacy skill is a basic requirement for students to function effectively in the information society, which is experiencing a paradigm shift from print resources to digital resources. Hence, digital literacy skill becomes very important since the use of digital resources depend on the competences in using digital resources. In the fast-growing knowledge society, information literacy has become one of the most important skills. This is because students with research information needs will most likely use digital resources if they have the skills required for their effective usage. Whilst information literacy seems to be a term that is mostly associated with higher education, its application to digital resources is yet to be widely exploited. In order to foster the development of digital literacy skills through institutional curriculum, this study explores the dimensional constructs of digital literacy with the aim of having students who can use digital tools to advance learning and keeping up with changing technologies as well as become global digital citizens. The dimensional constructs of digital literacy as outlined in this study are important in the use of digital resources because of the proliferation of digital information presently experienced due to a series of developmental digital activities in our world.