Information literacy learning experiences of fourth-year psychology students in Kenyan universities.
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Date
2016
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Abstract
This study explored the information literacy (IL) learning experiences of Kenyan
undergraduate students by focusing on fourth-year psychology students in four universities.
Although there is a growing advocacy for IL in higher education, there seems to be little effort
to understand how it is experienced by students. Several studies have concentrated on firstyear
students, with a limited number focusing on those who are exiting the university. This
study addresses the following key questions: What are the IL learning experiences of
psychology students in Kenyan universities; what are the goals of the IL programme; what
pedagogical approaches are applied in delivering IL; what is the role of information
communication technology (ICT) in the delivery of IL; what are the perceptions of students
and staff towards IL; and what are the challenges affecting delivery of IL.
This research adopted the seven faces of IL model by Bruce as its theoretical framework; and
applied both qualitative and quantitative methodologies. Empirical data collected from indepth
interviews, questionnaires and document reviews demonstrate the different conceptions
and experiences of IL by students. Results revealed that IL learning experiences of fourthyear
psychology students positively related to activities such as using ICTs, interaction among
students and interactions between students and librarians. There appeared to be no single
experience or set of activities that affected IL learning. The findings place academic librarians
at the forefront in championing IL learning in their respective universities, but note that they
cannot do it alone; there is need for a collaborative approach that includes faculty and senior
administrators.
Challenges that faced IL initiatives included lack of adequate learning resources and facilities,
low number of qualified staff to teach IL, lack of IL training for lecturers and librarians and
large class sizes. Further challenges included limited time allocated for IL learning,
unavailability of students during IL sessions and lack of an IL policy framework at
institutional or national level. The study recommended that all stakeholders in the university
be involved in IL initiatives to produce an information-literate graduate, because successful IL
interventions are a shared responsibility. The study further recommended increased lecturerlibrarian
collaboration and support from academic leadership. Universities must ensure there
is an IL policy that would guide development and implementation of IL.
Description
Doctor of Philosophy in Information Studies.
Keywords
Information literacy -- Kenya -- Students., Information literacy -- Study and teaching (Higher) -- Kenya., Theses -- Library and information studies.