How a Digitally Enabled Library Affects the Reading Habits and Skills of High School Pupils

The major goal of this study was to determine the impact of four critical school library elements on students' visits to the library, reading habits, and reading comprehension proficiency based on gender and school type. As a sample, the study included 336 pupils from 36 schools in South Sumatra. In this investigation, three instruments were employed. Twelve schools of each kind received a questionnaire regarding the availability of libraries. The pupils were given a reading habit questionnaire and a reading comprehension exam. The results show that the factors of school libraries (total) are significantly correlated with students’ library visits (p<0.000) and with reading comprehension achievement (p<0.01); the contributions of which are 43% and 23.1% respectively. When students’ reading habit and reading comprehension achievement were compared in terms of gender and types of school, the results show that there is no significant difference in reading comprehension achievement between males and females (p<0.095). However, there is a significant difference in their reading attitude and habit (p<0.000). This difference is strongly shown by those students from type B schools with girls having stronger attitude toward and habit of reading. The value of each finding of the study is discussed in relation to the development plan of both school libraries and literacy of the younger generation in South Sumatra. It is concluded that (1) The availability of key library features, such as the purchase or acquisition of current and relevant library materials, adequate service hours, and the availability of information and communication technology (ICT), has an impact on library use; (2) Senior High Schools (SMA) pupils in South Sumatra still have poor reading attitudes, habits, and achievement; (3) Despite having roughly equal reading achievement, males and females have very different reading attitudes and habits; (4) students from schools with accreditation of A have much higher reading achievement than students from schools with accreditation of B or C.