DIGITAL LITERACY INTERVENTION FOR LIBRARY STAFF OF ABDULLAHI MAHADI LIBRARY, GOMBE STATE UNIVERSITY, NIGERIA

As libraries transition into the digital age, staff must acquire the necessary digital skills to effectively manage and provide information services. This study examines the impact of a digital literacy intervention programme conducted for the staff of Abdullahi Mahadi Library, Gombe State University, Nigeria. The research was driven by the growing need for digital competency among library staff, many of whom face challenges such as a lack of training, outdated skills, and limited access to digital tools. The study aimed to assess the digital literacy needs of the staff, evaluate their skill levels after the intervention, determine the effectiveness of the training programme, and identify challenges in acquiring digital literacy. Pre-intervention assessments revealed key training needs in areas such as Internet navigation, online communication, word processing, database management, website evaluation, Boolean logic, and research analysis. Following an eight-week training intervention, post-assessment findings showed marked improvements in digital proficiency. Staff reported increased confidence in using various software, conducting research, providing virtual reference services, and applying critical thinking skills in digital environments. The training significantly enhanced their digital capabilities, contributing to better service delivery and user satisfaction. However, challenges such as difficulty in adapting to new technologies, erratic power supply, high costs of digital tools, and limited funding for ongoing training were identified. The study recommends continuous professional development, increased institutional support, and the integration of digital skills training into staff development policies to sustain digital literacy among library personnel.