Digital Literacy and English Language Use in Nigerian University Libraries: Staff Competence and Service Quality

This study investigates the English language and digital literacy competences of library staff in Nigerian universities and examines how these competences affect the quality of information services provided to academic users. University library staff occupy a critical mediating role between scholarly resources and the research community, and their ability to communicate effectively in English and navigate digital information platforms is directly linked to the quality of reference, instruction, and research support services they provide. A mixed-methods study was conducted across six Nigerian university libraries, representing universities in Lagos, Kano, Enugu, Bauchi, Ondo, and Kaduna States. A standardised English writing and comprehension assessment and a digital literacy skills test were administered to 90 library staff, while structured questionnaires measuring user satisfaction with library communication quality were completed by 200 student and academic users. Correlation analysis examined the relationship between staff language and digital competence scores and user satisfaction ratings. Findings indicate a significant positive relationship between library staff English proficiency and user satisfaction with reference communication quality. Digital literacy scores are higher among younger staff members but vary considerably across institutions, with libraries at state universities generally scoring below those at federal universities. Specific weaknesses are identified in subject-specific academic English writing for library instruction guides and in the production of clear written research support documentation. Recommendations include in-service English writing and digital communication training for library staff and revised staff recruitment criteria. Keywords: digital literacy, library staff, English competence, university library, Nigeria.