Research article · 2026
LIBRARIES AND LIBRARIANS BRIDGING THE GAP IN ENHANCING DIGITAL LITERACY AND INCLUSIVE EDUCATION FOR PRE-SERVICE TEACHERS: A MIXED METHOD STUDY
Abstract
Purpose: This study examined the role of libraries and librarians in enhancing digital literacy and inclusive education for pre-service teachers across 18 Nigerian institutions. Design/Methodology/Approach: The descriptive survey research design was adopted for this study. Six objectives were to guide the conduct of this study. Total enumeration technique was adopted involving 44 librarians and teacher educators. Data were collected through observation and questionnaire method via Google Forms, achieving a 100% response rate. The study assessed current practices, collaboration patterns, types of digital literacy training provided, frequency and modes of communication, and challenges in collaborating with teacher educators. Descriptive statistics including frequencies, percentages, means, and standard deviations were employed in analysing the data and qualitative data from the semi-structured interviews were analyzed using thematic analysis. Findings: The results revealed that librarians demonstrated moderate engagement in digital literacy and inclusive education practices. The highest-rated practices included providing guidance on library resources and offering one-on-one research support, while training on information literacy and evaluating online sources were the most frequently provided training types. Collaboration between librarians and teacher educators was moderate, with professional development opportunities for pre-service teachers rated highest Communication frequency was moderate, with WhatsApp and text messages as the most frequently used platforms. Major challenges included teacher educators looking down on librarians as bookkeepers, inability to keep up with emerging technologies, and curriculum integration difficulties. Institutional representation was diverse, with Emmanuel Alayande University of Education and Tai Solarin Federal University of Education with the highest participation. Most respondents held Master's degrees, had 11–15 years of computer experience and 21+ years of work experience. Implication: The study concludes that while librarians actively support digital literacy through training and research support, systemic challenges including role perception, technological gaps, and limited collaboration frameworks hinder optimal contribution to pre-service teacher preparation. Originality/value: Based on the outcome of the study, recommendations include developing formal collaboration policies, enhancing technological infrastructure, expanding digital literacy training programs, establishing structured communication channels, integrating digital literacy across teacher education curricula, and fostering institutional cultures that recognize librarians as instructional partners. [
Keywords
Digital literacy, Inclusive education, Librarians, Libraries, Nigeria, pre-service teachers, Teacher education
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