In today's rapidly evolving technological landscape, digital literacy has become a fundamental skill for active participation in society. Maine's public libraries recognize this reality and have taken steps to provide digital literacy education to their communities. However, these efforts are hindered by a lack of resources necessary to meet the growing demand effectively. This study explored how Maine's public libraries address digital literacy education, the resources required, and the associated opportunities and challenges. This qualitative study included a brief questionnaire that provided basic data and was also used to identify participants for in-depth interviews. Thematic analysis revealed four primary themes: resources, user experience, responsibility, and awareness. Participants unanimously agreed on the necessity of resources for digital literacy education, encompassing services, staffing, and funding. Additionally, they emphasized the importance of providing a positive user experience beyond merely offering resources. The theme of responsibility highlighted the commitment, adaptability, and equity required in delivering digital literacy education. Awareness emerged as a critical aspect, addressing both community awareness and librarians' digital literacy disconnect. The findings underscored the need for federal and state support to fund digital literacy education in Maine's public libraries adequately. Although current services are well-received and attended, existing funding and staffing models struggle to meet community demand. Moreover, as digital literacy becomes essential for accessing vital services like medical appointments and government documents, the gap between access and knowledge widens, necessitating comprehensive educational initiatives. Recognizing that mere access to technology is insufficient, the study emphasized the crucial role of libraries as educators. However, without adequate resources, this role remains constrained. Therefore, federal policymakers must prioritize funding for digital literacy education to bridge the knowledge gap effectively. Although opportunities for digital literacy education abound in Maine's public libraries, their full potential remains untapped without robust support from policymakers. Librarians must advocate diligently to ensure their institutions receive the resources to effectively address this pressing societal need. Ultimately, the dissolution of the knowledge gap hinges on proactive educational initiatives supported by adequate funding and resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]