Literacy Culture and Digital Gap in Public and Private Elementary Libraries in Gorontalo

Idan I Pakaya; Ridwanto Djahuno; Seftianisa Amay; Mohamad Iqbal Paudi

doi:10.37411/pedagogika.v17i2.5128

Idan I Pakaya Universitas Ichsan Gorontalo Utara
Ridwanto Djahuno Universitas Ichsan Gorontalo Utara
Seftianisa Amay Sekolah Tinggi Ilmu Kesehatan Bakti Nusantara Gorontalo
Mohamad Iqbal Paudi Universitas Ichsan Gorontalo Utara

DOI: https://doi.org/10.37411/pedagogika.v17i2.5128

Keywords: Literacy Culture, Library Digitalization, Digital Divide, Basic Education, Gorontalo

Abstract

School libraries play an important role in building a literacy culture, but the development of digital services has not always gone hand in hand with literacy practices in schools. This study aims to analyze and compare literacy culture and library digitization in public and private elementary education units in Gorontalo. The study uses a descriptive-comparative design through secondary analysis of structured observation data and interviews in 10 primary education units, consisting of six public and four private units. Literacy culture is analyzed through routine literacy programs, library use by students, teacher involvement, and innovative literacy activities, while digitalization is measured through digital catalogs, computer devices, digital resources, and technology utilization. The results show an average literacy culture of 14.10 out of 16, while library digitization is only 5.30 out of 16. Eight out of ten education units are in a configuration of high literacy culture with low digitization. These findings show that literacy culture can develop strongly even though library digitization is still limited. Digitalization needs to be developed as a literacy culture reinforcement through strengthening management capacity, technology integration, and service sustainability.

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