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Aims to focus on the need for appropriately trained librarians of the next‐generation, the “Digital Librarians”, with particular emphasis on China.

The paper first analyzes the definition and features of the digital library, and is followed by an introduction to digital libraries developing in China. Work modes and quality composition of digital librarians are then analyzed and discussed.

Digital libraries emerging in the information age represent an inevitable trend for library development. A digital library contains a vast amount of digital information resources in multiple media. It may provide readers with diversified information services using digital and network technologies. In addition to certain hardware and software availabilities, the evolving digital library requires appropriately trained librarians of the next‐generation, the “Digital Librarians”, which forms the theme of this paper.

Provides recommendations and measures on how China can develop further its digital librarians.

Stresses that the multimedia nature of the next generation of digital libraries requires the digital librarians (DL) to be essentially a type of specialist librarian who has to manage and organize the digital library, handle the specialized tasks of massive digitization, storage, access, digital knowledge mining, digital reference services, electronic information services, search co‐ordination, and manage the archive and its access. The digital librarian acts as guardian of the information superhighway/the universal digital library or the global digital library and acts as a symbiotic human‐machine guru. This article also highlights the roles and functions of a DL in information retrieval, content delivery, navigation, and browsing. It envisages the professional education and training for digital librarians in the management of digital information systems. It denotes the DL’s interface functions, roles, skills and competencies for the management of digital information systems in the important areas of imaging technologies, optical character recognition, markup languages, cataloguing, metadata, multimedia indexing and database technology, user interface design, programming, and Web technology. This paper finally advocates and targets the task of creating a new job title – digital librarian – to take care of digital libraries and to manage the digital information system.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.

As the metaverse gains popularity, libraries have the potential to play a vital role in this virtual world. However, digital librarians and digital age library users need to develop metaliteracy skills to effectively navigate and evaluate digital information in the metaverse. The main purpose of this paper is to explore the link between libraries and the metaverse, define metaliteracy and highlight its importance for librarians and library users. The challenges of developing metaliteracy skills in the metaverse are discussed, as well as the need for ongoing training and support. This paper also explores the role of libraries and librarians in the metaverse and provides recommendations for enhancing metaliteracy skills.

Through a review of the literature, this paper analyzes various library websites and consulting literature relating to the link between libraries and the metaverse, metaliteracy and its importance for librarians and library users and the challenges of developing metaliteracy skills in the metaverse.

As the metaverse continues to evolve, libraries and librarians must adapt and develop the necessary skills to continue providing valuable resources and services to their communities in virtual environments.

To the best of authors’ knowledge, this paper is the original idea that highlights the importance of metaliteracy for librarians and library users. The challenges of developing metaliteracy skills in the metaverse.

The purpose of this study was to explore the essential digital competencies for developing and managing digital libraries. The study identified useful training programs for university librarians to acquire digital competencies. It examined their digital competencies for developing and managing digital libraries in universities of Pakistan. This study also evaluates their digital knowledge in applying security measures to protect digital contents.

The quantitative research method was used to conduct this study. Research questions and hypothesis were developed to achieve the objectives. In-depth review of related literature was conducted to draft a list of essential digital competencies for developing and managing digital libraries. It was circulated among the panel of experts to get their valuable feedback to make a final list of digital competencies for developing and managing digital libraries. A questionnaire was developed to measure the status of digital competencies of university librarians in Pakistan. It was pre-tested on 20 respondents before applying to the whole population. SPSS software was used to analyze data. Descriptive and inferential statistics were applied to achieve results.

The findings of the study showed that digital competencies for developing and managing digital libraries fall into three main categories: digital competencies for developing digital libraries; digital competencies for managing digital libraries; and digital competencies to protect digital contents. The results revealed that training programs offered by Higher Education Commission (HEC), library associations, library schools, in-house trainings, use of online tutorials and trainings offered by skilled professionals are highly important and useful for university librarians to acquire digital competencies. The study concluded that the university librarians working in HEC recognized universities in Punjab province possess basic level of digital competencies for developing and managing digital libraries. Their digital competencies vary on the basis of their university type, i.e. public and private sector.

This study measures digital competencies of university librarians in Pakistan. The study has practical implications for librarians, library schools, library associations, university libraries and HEC.

This study has practical implications for librarians, information professionals, libraries and library schools. The results are useful for librarians to get knowledge of digital competencies which are essential for developing and managing digital libraries and protecting digital contents. They can develop their digital competencies in identified areas. This study has identified useful training programs for university librarians for acquiring digital competencies. The university librarians should use these programs to gain needed digital skills.

Librarians can get knowledge of digital competencies for developing and managing digital libraries to face the challenges of digital age.

In contrast to previous research work on investigating computer skills, information and communication technology skills, technological skills and general digital skills, this study particularly identifies the essential digital competencies for developing and managing digital libraries. It helps library and information science schools, library associations, training groups and university libraries to offer adequate training opportunities in identified areas to meet the challenges of the digital age.

The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.

The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study.

Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment.

This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.

The purpose of this paper is to assess digital literacy skills possessed by library and information professionals working in university libraries in Africa.

Online questionnaire was developed to collect data from 214 librarians working in various university libraries in English-speaking countries in Africa.

The study found that librarians working in university libraries in Africa rated their database search skills, uploading documents to online platforms, skills in using different social media, sending and receiving e-mails skill, digital library development skills, skills in applying new technologies into library services, ability to create different file formats and ability to use open source software as very high. While, metadata development skills, and library website development skills were rated to be moderate and low. Overall, the librarians rated their level of digital literacy skills possessed to be moderate, and differences emerged between librarians in Nigeria and South Africa with regard to digital literacy skills possessed.

This study attempts to identify skills that are central to librarians working in university libraries. The study will be useful for trainers who want to arrange training for academic librarians in Africa and other developing countries. For some library schools, it may help them to review their curriculum in accordance with the required skills and competencies for academic librarians in the market.

Findings will be helpful to explore the skills and competencies needed by information professionals and to act as a guideline for competency development and curriculum update in library schools in developing countries.

The purpose of this paper is to review the evolution of technology-oriented university librarian positions and analyze digital initiatives librarian job advertisements to determine the number and type of skills that academic libraries desire.

Forty-nine job postings between October 2010 and March 2016 were found via the Code4Lib listserv. Information on job title, desired skills and responsibilities and other information was compiled and analyzed.

Twenty-four skills and responsibilities were identified; the top four were metadata, digital preservation, digital collections and digitization. Other skills and responsibilities are frequently listed by ACRL as emerging trends.

Digital initiatives librarian job postings have risen substantially in the past five years. A total of 24 skills and responsibilities were identified and skills related to the administration of digital collections are the top desired skills of digital initiatives librarians.

Job analysis literature has influenced the design of job descriptions for new roles and the literature offers a “picture of how academic librarianship is developing” (Cox and Corrall, 2013, p. 1528). Library administrators are encourage to design digital initiatives librarian positions strategically, basing the responsibilities on demonstrated needs on their campuses, rather than in response to trends in academic librarianship.

This study aimed to examine the current and needed levels of the digital information literacy (DIL) skills of Pakistani librarians and further explored the strategies of and barriers to its acquisition and/or enhancement.

Using the quantitative approach, a cross-sectional survey was conducted. A convenience sample of Pakistani university librarians was recruited. Out of 225 distributed questionnaires, only 180 surveys were returned, a response rate of 80%. Descriptive and inferential statistics were used for data analyzes.

The present status of DIL skills was found low and there is a high demand for its acquisition. The results also explored that the present level of DIL skills is not matching with its required level and thus training is needed. Further, strategies adopted for its attainment were identified including training programs, seminars and social media. Additionally, barriers in the attainment of DIL skills were also established including librarians’ lack of interest, poor internet facilities, absence of users’ demand, no training programs and lack of collaboration between the faculty and librarians.

This study was limited to librarians serving in three different universities of Pakistan. The findings of this study may motivate librarians toward the adoption of digital innovations. This study also informs librarians to recognize gaps in their DIL skills and should attempt to diminish it using diverse strategies. The results also inform the concerned authorities about the barriers faced by librarians in the acquisition of DIL skills and can plan for training programs. Additionally, LIS curriculum should be revised to incorporate topics related to the learning of innovative digital skills. Finally, results motivate librarians to attain DIL skills that possibly augment their performance.

This study is the first attempt in Pakistan that examined supply-demand mismatches, adoption strategies and acquisition barriers in the context of librarians’ DIL skills serving in the university libraries of Peshawar. As the current status of DIL skills of Pakistani librarians was found low, thus university authorities should organize professional development programs for librarians to acquire and/or enhance the DIL skills.

As “teaching libraries,” many academic libraries are committed to teaching not only in classrooms but also at the reference desk. As reference has expanded to include digital modes of e‐mail and chat, reference librarians are prompted to consider approaches to teaching in these new reference venues in ways that are meaningful to the user. A promising approach to teaching through digital reference is the application of the ACRL Information Literacy Competency Standards. This paper presents some challenges and benefits of teaching via digital reference. Practical methods for promoting self‐directed learning by examining online instruction, and suggestions for effectively advancing a pedagogy based on the ACRL Information Literacy Competency Standards, are offered.