This study aims to (1) assess the relevance of digital library services to the academic needs of FIKK students; (2) assess the availability and adequacy of resources; (3) analyze the implementation of digital library services; (4) assess the impact of digital library services on improving the information literacy skills of FIKK students. The research method used was a quantitative approach with an evaluative research type. The research population consisted of FIKK UNY students who used digital library services. The sample was selected using random sampling and calculated using the Slovin formula. The research instrument was a questionnaire with a Likert scale that had been tested for validity and reliability. The data were analyzed using descriptive statistics in the form of frequency distribution, percentages, and mean values to describe the utilization of digital library services based on the four components of CIPP. The results of this study indicate that UNY's digital library services have performed very well in all components of the CIPP evaluation. In the context component, a mean of 4.40 was obtained, which is classified as very good. FIKK students assessed that digital library services are very helpful in meeting their academic needs. The input component had a mean of 4.48, which is in the excellent category, reflecting that library staff have adequate competence and that the available digital facilities, including e-journals and internet access, have been able to support students' information search needs. The process component showed a mean of 4.41, indicating that the implementation of digital library services is effective; students can easily access information and obtain assistance as needed. The product component, with a mean of 4.24, indicates an excellent category, but there is still room for improvement to optimize the impact of services on students' information literacy. In conclusion, UNY's digital library services have met the information needs of FIKK students, although strengthening in several aspects is still needed to improve students' information literacy more comprehensively.