REDEFINING LIBRARY INSTRUCTION FOR THE DIGITAL UNIVERSITY STUDENT

Abstract

The transition of higher education into a digitally mediated environment has fundamentally altered the information behaviors, expectations, and competencies of university students. Traditional library instruction, often grounded in print-based paradigms and one-shot sessions, struggles to address the needs of a generation that navigates algorithmic feeds, generative artificial intelligence, and decentralized information ecosystems. This article redefines library instruction for the digital university student by proposing a pedagogical shift from skill-based training to concept-based fluency. Using a mixed-methods analysis of instructional models across four research universities, the study identifies critical gaps in current practices and presents a scaffolded, context-aware framework. Results indicate that students demonstrate improved source evaluation and research resilience when instruction integrates threshold concepts, adaptive technologies, and faculty-librarian partnerships. The discussion advocates for a reconceptualization of the academic library as a digital teaching laboratory rather than a remedial service.