Purpose: This study aims to evaluate the digital literacy skills of public librarians in Sistan and Baluchestan provinces based on the components of the GISC framework.
Methods: The research adopts an applied mixed-methods approach, combining descriptive-analytical survey techniques. In the qualitative phase, the elements of the DigComp digital literacy framework were analyzed using a checklist tool and guided qualitative content analysis (GAL method), resulting in categorized themes. Quantitative data were collected via questionnaires and analyzed using SPSS software, applying the Bazargan et al. desirability level scale and mean difference comparisons. The study population consisted of 60 public librarians from Sistan and Baluchestan (excluding central administrative staff), surveyed via a census method without sampling.
Results: The qualitative analysis identified 44 indicators and 5 core components of the GISC digital literacy framework. Quantitative results revealed that librarians' proficiency in "Creating and Developing Digital Content" was moderate (mean: 3.22), while their competency in "Problem-Solving in Digital Environments" was low (mean: 2.245). No significant difference was found in digital literacy levels between librarians in Sistan and Baluchestan, with the overall skill level assessed as moderate.
Conclusion: The findings highlight the need for targeted in-service training programs to enhance librarians' digital literacy, particularly in problem-solving and content creation. Addressing these gaps can empower public librarians, fostering continuous skill development and enabling them to educate patrons using modern international digital literacy frameworks.