Exploring Dimensions of Digital Literacy: An Educators' Proficiency Study using Exploratory Factor Analysis

Abstract

This research paper explores into an in-depth analysis of digital information literacy among faculties in universities across Gujarat, India. The study employs exploratory factor analysis (EFA) to identify distinct factors related to Information Management and Retrieval Skills, as well as Information Literacy and Evaluation Competence. A sample of 450 faculties from five different universities is analysed, with a focus on understanding strengths, weaknesses, and variations in digital information literacy levels. The findings reveal a standardized proficiency in Information Management and Retrieval Skills across universities, indicating a consistent understanding of managing digital information. However, notable variations are observed in Information Literacy and Evaluation Competence, highlighting areas requiring targeted interventions and focused professional development initiatives.

The implications of the research underscore the importance of tailored training programs, collaborative learning initiatives, and continuous assessment strategies to enhance digital information literacy competencies among faculties. By addressing specific areas of weakness and building on existing strengths, universities can empower faculties to navigate and leverage digital information resources effectively for teaching, research, and professional development endeavors in the digital age.