Assessing the influence of digital skill levels of librarians on the use of information management systems in Tanzanian university libraries

Purpose This study aims to examine the influence of digital skill levels on the use of information management systems (IMS) among librarians in Tanzanian university libraries. Specifically, it assesses current digital competencies, identifies factors affecting their acquisition and explores how these skills impact IMS utilisation. Design/methodology/approach A descriptive research design with a quantitative approach was used. Data were collected from 217 librarians selected through simple random sampling, using structured questionnaires and analysed with the Statistical Package for the Social Sciences (SPSS). Findings The findings indicate that most librarians exhibit novice-level proficiency in key digital tools, such as Discovery Services, Digital Asset Management and Open Access Repository Software, limiting effective IMS utilisation. Relatively higher competencies were observed at the University of Dar es Salaam, Sokoine University of Agriculture and Muhimbili University of Health and Allied Sciences due to targeted training and stronger Information and Communication Technology infrastructure. However, significant digital skills gaps persist, compounded by individual and institutional barriers that impede IMS adoption. Research limitations/implications The study is limited to self-reported quantitative data from librarians in Tanzanian university libraries, which may constrain generalizability. Practical implications University libraries should institutionalise structured digital skills training programmes to enhance effective utilisation of IMS. Social implications The study shows that improving librarians’ digital competencies has potential to enhance equitable access to digital information resources and contribute to narrowing the digital divide in higher education. Originality/value This study provides empirical evidence from Tanzania linking digital skill levels to IMS utilisation, addressing digital competence gap.