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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

September 2019

Digital literacy among Female Postgraduate

students of Karnatak University, Dharwad,
Karnataka, India: A study
C Krishnamurthy
Karnatak University, Dharwad, jrfkrishna@[Link]

Latha Shettappanavar
Karnatak University, Dharwad, shettydharwad@[Link]

Follow this and additional works at: [Link]

Part of the Library and Information Science Commons

Krishnamurthy, C and Shettappanavar, Latha, "Digital literacy among Female Postgraduate students of Karnatak University, Dharwad,
Karnataka, India: A study" (2019). Library Philosophy and Practice (e-journal). 2934.
[Link]
 DIGITAL LITERACY AMONG FEMALE POSTGRADUATE STUDENTS OF
KARNATAK UNIVERSITY, DHARWAD, KARNATAKA, INDIA: A STUDY
Dr. C. Krishnamurthy1
Professor, Karnatak University, Dharwad, Karnataka
Latha Shettappanavar2
Research Scholar, Karnatak University, Dharwad, Karnataka
Department of Library and Information Science, Karnatak University, Dharwad, Karnataka, India.
Email: shettydharwad@[Link]
Abstract

Digital literacy is the ability of an individual to locate, organize, evaluate, analyze and use the
required information using digital technologies. It includes a working knowledge of several technologies
and understanding of how it can be used. The main objective of the study was to determine the literacy
of using digital resources by Female Postgraduate students of Karnatak University, Dharwad. The
present study also determines the student’s level of ICT skills, frequency of internet use by the
respondents, ascertain their awareness about different databases and their familiarity with various
search strategies to retrieve E-resources. The study also highlights the problems faced by students in
accessing information. The major findings of the study highlight that Google search engine is the most
preferred search engine, the majority of the respondents i.e. 53 (68.83%) are aware of Google scholar
followed by Research gate, Twitter, Slideshare, [Link]. and LinkedIn, SciSpace, Research ID are
least used among the academic social networking sites. It is also found that there is a lack of awareness
among students regarding the use of various search strategies for efficient information retrieval and only
43 (55.84%) respondents have awareness of copyrights issues. The study also highlights the problems
faced by the respondents such as poor network connectivity, access restricted by the university, which
curtail the prospects of effective use of digital information resources.

Keywords: Digital literacy, Digital literacy skills, ICT literacy, Digital resources.

INTRODUCTION

With the modernization of digital technologies enormous amount of information is being

generated in innumerable formats which raises the questions about authenticity, validity and reliability
of information. In current digital environment, individuals are required to make use a variety of E-
resources and information literacy is becoming increasingly important in order to perform tasks and solve
the problems encountered by information users. These create special challenges in evaluating,
understanding and using information in an ethical and legal manner. To overcome these challenges, the
skills of digital literacy and technology literacy are apparently becoming the “survival skills” of the
present information age which is changing drastically due to technological developments.

Digital literacy refers to the ability to locate, organize, understand, evaluate and create
information using digital technologies (Warlick, 2005). In the present scenario, the concept of literacy
has changed along with the technological revolution. This is due to increase in technologies like,
computers/laptops, smartphones, Ipod, etc. have become strongly integrated into the social infrastructure
that an individual without adequate digital literacy skills would feel like an alien in the society (Majid
&Abazova, 1998). The most important components of digital literacy are accessing, managing,
evaluating, integrating, creating, and communicating information individually or collaboratively in a
networked, computer-supported, and web-based environment. In order to negotiate with digital
environment, people of present generation need to be digitally literate.

DEFINITIONS OF DIGITAL LITERACY

Digital literacy has been defined in various ways since the term was first introduced by Paul Gilster in
1997 in a book entitled ‘Digital Literacy’, in which the author defined Digital literacy as “the ability to
understand and use information in multiple formats from a wide range of sources when presented via
computers”. Later, in 2005 Martin defined digital literacy as “the ability to succeed in the encounters
with the electronic infrastructures and tools that make possible the world of the 21st century”. The author
in the study observed the need for mastering electronic tools as crucial to success in learning
communities. Furthermore, Bell and Shank (2008) defined digital literacy as the awareness, attitude,
and ability of individual to use digital tools and facilities to identify, access, manage, integrate, evaluate,
analyze, and synthesize digital resources, construct new knowledge, create media expressions, and
communicate with others, in the context of specific life situations in order to enable constructive social
action; and to reflect upon this process”. Despo and Nikleia (2011) defines digital literacy as “the ability
to understand information and more importantly to evaluate and integrate information in multiple formats
that computer can deliver”. American Library Association (2013) defined digital literacy as the ability
to use information and communication technologies to find, understand, evaluate, create and
communicate digital information. Digital Literacy is an essential prerequisite for all people in the ongoing
information evolution in digital culture which furnishes people with the skills that will help in making
use of the digital technology in all spheres of life. It is the person’s proficiency to make and share
information in different modes and formats, to generate, to communicate and to understand how and
when digital technologies can best be used to support these processes.
REVIEW OF LITERATURE

Parvathamma and Danappa Pattar (2013) conducted a study to know the digital literacy competency
of student’s community of management institutes in Davanagere district, Karnataka. The findings of the
study reveals that 22.96% of the respondents are aware of online databases i.e. 22.96% are aware of
‘Capitaline’ and only 2.96% are aware of ‘IndiaStat’. The study also reveals that web portals are most
widely used as an information source by the respondents while open access journals and institutional
repositories are used least. Sampath Kumar, Basavaraja and Gagendra (2014) investigates the
computer literacy competencies among rural and urban students in India to find out how rural and urban
students use computers and also discusses the problems encountered by the students while using
computers. Nilgun Ozdamar- Kesin, Fatma Zeynep Ozata and Kerim Banar (2015) examine the
digital literacy competences and learning habits of learners enrolled in the open and distance education
system of Anadolu University in Turkey. The study reveals that learners need training on how to use
digital tools more efficiently for learning purposes. Scholastic Ukwoma [Link] (2016) carried out a study
to know the digital literacy skills possessed by the students of University of Nigeria, Nsukka. Majority
of the students indicated that digital literacy has affected their academic performance to a high extent and
discusses the problems encountered by the students. Essam Mansour (2016) carried out a survey of
digital information literacy among library and information professionals. The study showed that there is
a significant relationship between some of the demographic factors i.e. age and education with digital
information literacy skills. Wawta Techataweewan and Ujsara Prasertsin (2018) have developed the
digital literacy indicators for Thai undergraduate students for developing learning ability. The results
revealed that digital literacy criteria for Thai undergraduate students consisted of four factors i.e.
operation skills, thinking skills, collaboration skills, and awareness skills along with 12 indicators.

NEED FOR THE STUDY

In the contemporary information society, the digital literacy skills are required for exploring the
electronic information resources for various purposes. In present scenario, most careers demand some
level of understanding of how to use digital devices, how to search in internet to find required
information, how to communicate electronically and to manage data. Thus, the world has reached the
point where digital literacy has become an essential skill for finding employment (Tahmeena Nigar
Sultana, 2018). In addition, technological advancements and increase in information sources have created
a threat for the individuals to adapt them to the changing environment which is digitized, and students
need to possess effective skills to develop new ways to interact with the sources of information available
through the use of technologies.
 With the understanding of digital technology as a basis for a lifelong learning. Digital literacy has
positive effects on student’s skills that are essential for successful learning. The enormous information
resources are available in digital format and are more easily accessed than traditional paper-based
resources for learning. Students who lack digital literacy may achieve poor performance in academic
progress and face fewer employment opportunities. Hence, the present study is to determine the Digital
literacy skills of Female Postgraduate students of Karnatak University, Dharwad.

OBJECTIVES OF THE STUDY

The main objectives of study were:
1. To know the level of ICT skills of the respondents
2. To find out the frequency of use of internet by the respondents
3. To examine the information search strategies adopted by the respondents.
4. To assess the awareness of databases among the respondents
5. To ascertain the awareness about Plagiarism among the respondents
6. To know the problems of respondents while accessing the electronic information resources.

METHODOLOGY AND SCOPE OF THE STUDY

Determination of Sample size

The total strength of the Female postgraduate students of Karnatak University, Dharwad is 1577
([Link]). A simple random sampling technique was used to derive the sample size. Around 80
questionnaires were distributed among the students i.e. 5% of the total target population. Among 80
respondents, 77 have responded with a response rate of 96. 25%.

Tool for Data Collection

A structured questionnaire was designed to collect the required data among Female postgraduate students
of Karnatak University, Dharwad. The questionnaire covers the questions pertaining to students’
knowledge about the use of Search strategies, search databases, awareness of academic social networking
sites, reference management software (RMS), plagiarism and problems faced by the respondents in using
digital information resources.

Scope of the study

The study was limited to the Female Post graduate students of Science and Social Science departments
of Karnatak University, Dharwad.
DATA ANALYSIS AND INTERPRETATION

The analyzed data is presented in the tabular form. The data collected for this study are analyzed using
simple percentage. The results of the analysis are presented in the following sections.

Demographic information of the respondents

The study found that, 42 (54.54%) respondents belongs to urban area and 35 (45.45%) respondents
belongs to rural area. Among the total respondents, the majority i.e. 41 (53.24%) belong to the age group
of 20 and 22, followed by 34 (44.15%) respondents between the age group of 23 and 25 and only 2 (2.59
%) respondents belongs to the category of 26 and above age group.

Frequency of Visits to Library

It is found from the study that, the majority of the respondents i.e. 30 (38.96%) visit library rarely,
followed by 21 (27.27%) respondents visit library once in a week, 14 (18.18%) respondents visit the
library every day, 9 (11.68%) visit once in a month, and only 2 (2.59%) respondents visit once in
fortnight.

Information and communication technology skills (ICT skills)

Table 1: Respondents opinion about the use of computer and its application
Statements SA Ag DK DA SD

I know the basics of computer and functions of 32 44 1 00 00

hardware components (41.55) (57.14) (1.29) (00) (00)
I can retrieve the document using ‘search’ 24 52 00 1 00
command to locate a file (31.16) (67.53) (00) (1.29) (00)
I am aware of URL, domain names and IP 16 46 14 1 00
addresses (20.77) (59.74) (18.18) (1.29) (00)
I know how to protect information from viruses 18 40 15 3 1
and digital threats (23.37) (51.94) (19.48) (3.89) (00)
I can download and use apps on different digital 20 50 4 3 00
devices (25.97) (64.93) (5.19) (3.89) (00)
*SA-Strongly agree; Ag-Agree; DK-Don’t know; DA- Disagree; SD- Strongly disagree
**Figures in parenthesis indicate percentage
Table (1) highlights the opinion of students with the abilities to use computer. It clearly indicates that out
of 77 respondents, 44 (57.14%) respondents agreed and 32 (41.55%) respondents strongly agreed for the
statement ‘I know the basics of computer and functions of hardware components’. Followed by 52
(67.53%) respondents agreed that they can retrieve the document using search command to locate file,
46(59.74%) agree that they are aware of URL, domain names and IP addresses, 40(51.94%) agree that
they know how to protect information from viruses and digital threats, 50 (64.93%) agreed that they can
download and use various apps on different digital devices. It is observed from the table that majority of
the respondents agreed for the statements which indicates that respondents have the ability to use
computer and its applications.

Table 2: Proficiency level of the respondents in using Computer applications

Computer application Excellent Good Uncertain Fair Poor
Word processing applications (MS Word). 34 37 00 6 00
(44.15) (48.05) (00) (7.79) (00)
Presentation applications ( MS PowerPoint) 27 39 1 9 1
(35.06) (50.64) (1.29) (11.68) (1.29)
Spreadsheet applications(MS Excel) 28 34 2 4 9
(36.36) (44.15) (2.59) (5.19) (11.68)
Apart from MS Windows 13 6 44 7 6
(16.88) (7.79) (57.14) (9.09) (7.79)
*Figures in parenthesis indicate percentage
**1-Excellent, 2- Good, 3- Uncertain, 4- Fair, 5- Poor
A question was raised to indicate the proficiency level of students in using computer applications. Table
(2) indicates that the majority of the respondents 37 (48.05%) are good and 34 (44.15%) are excellent in
using a word processing application. Further, the majority of the respondents i.e. 39 (50.64%) are good
and with least no. of respondents i.e. 9 (11.68%) are fair in using a presentation application. Followed by
34 (44.15%) respondents opines that they are excellent in using spreadsheet applications while 13
(16.88%) respondents stated that they are excellent in using operating system with majority of the
respondents 44 (57.14%) felt uncertain.

Use of Search engines by the respondents

Table 3: Use of Search engines by the respondents
Search engines No. of respondents Percentage (%)
Google 77 100
Yahoo 35 45.45
Alta vista 3 3.89
Bing 13 16.88
HotBot 1 1.29
Others 3 3.89
To find out the information from the internet, students have to use one or the other search engines. The
literacy towards the search engines was tested and presented in the above table. It is clear from the table
(3) that all the respondents i.e. 77 (100%) use the Google search engine and it is highly preferred by all
the respondents, followed by 35 (45.45%) respondents preferred Yahoo, 13 (16.88%) respondents use
the Bing search engine. Further, the very least number of respondents use other search engines like
Altavista (3.89%) and only one respondent stated about Hotbot 1 (1.29%) while 3 (3.89%) stated that
they use other search engines other than the above mentioned list. The table clearly indicates that Google
search engine is the most preferred search engine by the respondents.

Purpose of using Internet and its frequency

Table 4: Purpose of using Internet and its frequency of use by the respondents
Purpose of using Internet Always Often Usually Sometimes Never
For general/current information 41 32 1 3 00
(53.24) (41.55) (1.29) (3.89) (00)
For research work 29 23 8 15 2
(37.66) (29.87) (10.38) (19.48) (2.59)
Use of E-mail 29 24 12 11 1
(37.66) (31.16) (15.58) (14.28) (1.29)
To access e-resources 15 33 15 10 4
(19.48) (42.85) (19.48) (12.98) (5.19)
For communication 35 29 10 3 00
(45.45) (37.66) (12.98) (3.89) (00)
For entertainment 40 25 3 9 00
(51.94) (32.46) (3.89) (11.68) (00)
For social networking sites 28 28 11 6 4
(36.36) (36.36) (14.28) (7.79) (5.19)
Online banking 15 23 9 23 7
(19.48) (29.87) (11.68) (29.87) (9.09)
*Figures in parenthesis indicate percentage
Table (4) shows the purpose and frequency of internet use among the respondents. The results of the
table indicate that, majority of the respondents i.e. 41 (53.24%) have used the internet always to get
general/ current information followed by 32 (41.55%) respondents often use the internet. Further, 29
(37.66%) respondents stated they use internet always for research work and to use e-mail purpose, 33
(42.85%) use often to access e-resources and 35 (45.45%) use internet always for communication, 40
(51.94%) always for entertainment in leisure time, 28 (36.36%) respondents use internet always for using
social networking sites and equal number of respondents use often for the same purpose. While 15
(19.48%) respondents stated always in online banking service whereas least no of respondents stated
never for the above mentioned purposes. The table clearly indicates that he majority of the respondents
use the internet for one or the other purpose.
Use of E-resources
Table 5: Use of E-resources by the respondents
E-resources No. of Respondents Percentage (%)
e –books 74 96.10
e –journals 20 25.97
e –reference sources 34 44.15
Bibliographic and citation databases 14 18.18
e –theses and dissertations 27 35.06
Institutional repositories 8 10.38
CD-ROMs databases 10 12.98
The table (5) shows the use of different e-resources by the respondents. It is clearly observed from the
table that, majority of the respondents 74 (96.10%) preferred to use e-books and 34 (44.15%) respondents
preferred to use e-reference sources followed by 27 (35.06%) e-thesis and dissertations. About 20
(25.97%) of the respondents prefer to use e-journals. Around 14 (18.18%) respondents opined that they
use bibliographic and citation databases and followed by 10 (12.98%) respondents prefer to use CD-
ROM databases with least number of respondents i.e. 8 (10.38%) respondents expressed to use
Institutional repositories.

Awareness of Databases and Consortiums

Table 6: Respondents awareness about Databases and Consortiums
Databases No. of respondents Percentage (%)
Web of Science 51 66.23
EBSCO 7 9.09
Biological Abstracts 32 41.55
Chemical Abstracts 30 38.96
ProQuest 25 32.46
Science Citation Index 11 14.28
Scopus 9 11.68
Project Muse 20 25.97
e-Shodhasindu 25 32.46
Springer Link 11 14.28
ERIC 16 20.77
Table (6) reveals about respondents awareness in databases and consortiums. The study reveals that the
majority of the respondents i.e. 51(66.23%) are aware of Web of Science, followed by 32 (41.55%) of
the respondents are aware of Biological Abstracts. Around 25 (32.46%) respondents are aware of
ProQuest and e-Shodhasindhu followed by 20 (25.97%) respondents are aware of Project Muse, 16
(20.77%) ERIC. The less number of respondents are aware of other databases like 11(14.28%) Springer
Link and Science Citation Index, 9 (11.68%) Scopus, 7 (9.09%) EBSCO.
Awareness of Academic social networking sites
Table 7: Respondents awareness about Academic social networking sites
Academic Social Networking sites No. of respondents Percentage (%)
Research gate 35 45.45
Google scholar 53 68.83
Slideshare 20 25.97
[Link] 19 24.57
LinkedIn 15 19.48
Twitter 28 36.36
SciSpace 3 3.89
ResearchID 8 10.38
Use of academic social networking sites help students to stay in touch with the academic community in
their respective field of specialization. A question was raised for the students to know the awareness of
academic social networking sites. From table (7) it is found that, the majority of the respondents i.e.
53(68.83%) are aware of Google scholar to find required information followed by 35 (45.45%)
respondents were aware of Research gate, 28 (36.36%) Twitter, 20(25.97%) Slideshare, 19 (24.57%)
[Link].. The responses on the aware and use of LinkedIn, SciSpace, ResearchID was least used
in the academic social networking sites in academic work by the respondents. Hence, the data in the table
clearly indicates that Google scholar and Research gate has more stakeholders in terms of usage by the
post graduate students.

Awareness of Search strategies

The information on internet can be searched using various search strategies to retrieve information
sources. It is observed from the study that, 64(83.11%) respondents use simple key words, 37(48.05%)
respondents are aware and use Boolean operators. Followed by 33(42.85%) respondents are aware of
field search strategies such as, through title, URL etc. whereas, 32(41.55%) respondents are aware of
natural language searching with very less number of respondents i.e. 19(24.67%) are aware of using
controlled vocabulary followed by equal number of respondents are aware of Phrase search 10(12.98%)
and Truncation and wildcards 10(12.98%) search techniques.

Awareness of copyright issues

Table 8: Respondents awareness about copyright issues

Awareness about Plagiarism No. of Respondents Percentage (%)
Yes 43 55.84
No 34 44.15
Total no. of respondents 77 100
 Table 8.1: Respondents opinion about Plagiarism
Statements SA Ag DK DA SD
Copying others works without crediting the source 12 24 4 2 1
constitutes plagiarism (27.90) (55.81) (9.30) (4.65) (2.32)
Publishing own work for second time that will be 5 35 3 00 00
treated as ‘Self plagiarism’. (11.62) (81.39) (6.97) (00) (00)
Self-plagiarism is not punishable 3 32 5 1 2
(6.97) (74.41) (11.62) (2.32) (4.65)
Translating from other language is not considered 8 28 7 00 00
as Plagiarism (18.60) (65.11) (16.27) (00) (00)
Violation of Plagiarism rules have to face serious 8 30 5 00 00
consequences (18.60) (69.76) (11.62) (00) (00)
I always give credit to the works of others by citing 6 34 3 00 00
in a proper way (13.95) (79.06) (6.97) (00) (00)
*SA-Strongly agree; Ag-Agree; DK-Don’t know; DA- Disagree; SD- Strongly disagree
**Figures in parenthesis indicate percentage
The question was raised to know the respondents awareness about copyright issues. From table (8) out
of 77 respondents, 43(55.84%) respondents stated that they have awareness while only 34 (44.15%)
respondents are not aware about copyright issues.
It is clearly observed from the table (8.1) that, among 43 (55.84%) respondents who were aware
of copyright issues, 24 (55.81%) respondents agree with the statement ‘Copying others works without
crediting the source constitutes plagiarism’ and one respondent strongly disagree with the statement.
Around 35 (81.39%) respondents stated agree with the statement ‘Publishing own work for second time
that will be treated as ‘Self plagiarism’, and followed by 32 (74.41%) respondents agree with the
statement ‘Self-plagiarism is not punishable’. In addition to this, 28 (65.11%) respondents stated agree
for the statement ‘Translating from other language is not considered as Plagiarism’, 30 (69.79%)
respondents agreed that ‘Violation of Plagiarism rules have to face serious consequences’, and lastly
only 6 (13.95%) respondents strongly agree and 34 (79.06%) respondents agree with the statement ‘I
always give credit to the works of others by citing in a proper way’.
Problems in using Digital resources
Table 9: Problems faced by the respondents in using Digital Resources
Problems No. of respondents
Lack of proper guidance 64(83.11)
Lack of knowledge of advance search techniques 29( 37.66)
Poor network connectivity 46(59.74)
Time constraints 6(7.79)
Access denied by university 26( 33.76)
A question was raised to know the problems encountered by the respondents in using digital resources.
It was found from the table (9) that, majority of the respondents i.e. 64 (83.11%) respondents stated they
lack proper guidance, 72(93.50) respondents indicate that they face poor network connectivity and
followed by 29 (37.66) respondents felt they lack knowledge about advance search techniques, 26 (33.76)
respondents faced problem of access denied by university, 6(7.79) respondents stated problem of time
constraints. The table clearly indicates that the major problem lies with the respondents are lack of proper
guidance, poor network connectivity and Lack of knowledge about advance search techniques.

Mode of Instruction to acquire digital literacy skills

Table 10: Preferred Mode of Instruction by the respondents to acquire digital literacy skills
Mode of Instruction No. of respondents Percentages (%)
Seminar/ workshops 58 75.32
Training programmes 47 61.03
Computer assisted instruction 18 23.37
Specific course 13 16.88
The respondents were asked to give their opinion regarding the preferred mode of instruction for
acquiring information literacy skills. The data presented in table (10) reveals that, majority of the
respondents i.e. 58(75.32%) prefer seminar/workshops and followed by 47 (61.03%) respondents prefer
training programmes. Further, less number of respondents i.e. 18(23.37%) respondents opine other mode
of instruction i.e. computer assisted instruction and 13(16.88) respondents stated Specific course to
acquire digital literacy skills.

MAJOR FINDINGS, SUGGESTIONS AND CONCLUSION

Major findings of the study

1. The majority of the respondents i.e. 77 (100%) use the Google search engine and it is highly preferred
by all the respondents, followed by 35 (45.45%) respondents preferred Yahoo, 13 (16.88%)
respondents use the Bing search engine. The Google search engine is the most preferred search engine
by the respondents.

2. The majority of the respondents i.e. 74 (96.10%) prefer to use e-books and 34 (44.15%) respondents
preferred to use e-reference sources and followed by other sources such as e-thesis and dissertations,
e-journals, bibliographic and citation databases, CD-ROMs databases with the least number of
respondents i.e. 8 (10.38%) respondents expressed to use Institutional Repositories.
3. The majority of the respondents i.e. 51 (66.23%) are aware of Web of Science and followed by other
databases like Biological Abstracts, ProQuest, e-Shodhasindhu, Project Muse and ERIC with the less
number of respondents are aware of other databases like Springer Link, Science Citation Index,
Scopus, EBSCO.

4. The majority of the respondents i.e. 53 (68.83%) are aware of Google scholar to find required
information followed by Research gate, Twitter, Slideshare, [Link]. and the use of LinkedIn,
SciSpace, Research ID was least used in the academic social networking sites which clearly indicates
that Google scholar has more stakeholders in terms of usage by the postgraduate students.
5. The majority of the respondents i.e. 64 (83.11%) use simple keywords and 37 (48.05%) of the
respondents are familiar with Boolean operators with the least number of respondents use other search
strategies like field search, natural language search, controlled vocabulary, Phrase search, Truncation
and wildcards to access electronic resources.

6. It was found from the study that, majority of the respondents i.e. 43 (55.84%) were having awareness
about plagiarism and remaining 34 (44.15%) of the respondents were not aware of plagiarism.

7. Majority of the respondents i.e. 64 (83.11) stated that they lack the proper guidance followed by other
problems such as poor network connectivity, lack knowledge about advanced search techniques,
access denied by the university and time constraints faced by the respondents.

8. The majority of the respondents i.e. out of 77 respondents, 58 (75.32%) respondents prefer a
seminar/workshops and followed by 18 (23.37%) respondents opine computer assisted instruction
and 13 (16.88) respondents stated Specific course to acquire digital literacy skills.

Suggestions
Based on the findings and opinion given by the respondents the following suggestions are made.
1. Though there are number of databases in the different subjects, the respondents are aware of aware
of Web of Science and followed by other databases like Biological Abstracts, ProQuest, e-
Shodhasindhu, Project Muse and ERIC with the less number of respondents are aware of other
databases like Springer Link, Science Citation Index, Scopus, EBSCO. Therefore, it is suggested to
the library authorities must create awareness about these databases and promote their use.

2. It is evident from the study that, the majority of the respondents use simple keywords than the other
search strategies like use of Boolean operators, Truncation and wildcards, natural language searching,
phrase search, controlled vocabulary search was found to be not satisfactory. Since these search
strategies are important to make use of e-resources. Hence, the study suggests to the library authorities
 to make it possible by conducting training programs and information literacy programs to the students
to focus more on improving search skills to retrieve e-resources effectively.

3. The study reveals that awareness about copyrights issues among the respondents is less. Hence, it is
suggested to the library authorities to overcome this challenge by organizing regular workshops,
training programs, information and digital literacy programs.

Conclusion

Digital literacy has become an essential skill in delivering quality and relevant services to every
individual in the society, because of strong penetration of electronic information resources. This raising
invasion of information resources pushes the need of digital literacy of every individual in the society.
Although students are capable of using various technologies, but they are not able to use it effectively
when it comes to the learning process. Thus, Digital literacy plays a vital role in defining their abilities
to succeed in academics and it opens up opportunities to learn and it empowers innovation in ways that
were unimaginable in the past few years ago. Therefore, the empowerment of women has become one of
the most important concerns of the 21st century where women still come across various problems such
as lack of education, awareness, accessibility, affordability and often restrictions to move out of home. It
is necessary to build up women’s capacities to enable them to deal with technologies and help them to
use effectively in productive activities.

Being digitally literate is the need and necessity for upliftment and empowerment of women,
which helps to build women empowered society. Digital literacy is becoming as important as other
traditional literacy skills. Special attention must be needed to encourage women to acquire technological
skills and help them stay updated with emerging technologies. To encourage the digital literacy skills,
Government of India has started National Digital Literacy Mission (NDLM) with an aim to empower one
member in a family with digital literacy skills. Therefore, the Female students should be encouraged to
become digitally literate through providing education and training in using digital resources.

Hence, the present study is an attempt to know the Digital literacy competencies among Female
Postgraduate students of Karnatak University, Dharwad. The findings of the study reveal that students
lack the searching skills required to find the information. Therefore, it is suggested to the authorities of
the university and library professionals must take initiatives in providing proper guidance towards using
different search strategies and in developing develop digital literacy skills among female students.
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