Browsing by Author "Evans, N"

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INFORMATION LITERACY STANDARDS OF SCHOOL LIBRARIES OF NAIROBI AND THARAKA- NITHI COUNTIES
(Chuka University, 2021-10-07) Ireri, J.M; Evans, N; Ocholla, D
Studies have shown that many students have very little or no basic knowledge about library use and information searching skills when they enroll in higher institutions. This study investigated the information literacy standards of school libraries in Nairobi and Tharaka-Nithi. It selected Nairobi and Tharaka-Nithi, which represent urban (Nairobi) and rural populations (Tharaka-Nithi). Data was collected using questionnaires. Systematic sampling was used to select 30 secondary schools (20 schools from Nairobi and 10 from Tharaka-Nithi) out of of 304 secondary schools, while stratified random sampling was used to classify the students into four strata (Form 1-4). A total of 385 students were sampled (255 from Nairobi and 130 from Tharaka-Nithi). Results revealed that 90% of the students had visited the library out of which 34.1% visited the library 3-4 times weekly, while 26.4% on daily basis, mainly to borrow books (35.6%) and to study (33.7%). In addition, 37.5% and 24.1% of the students had used the library sometimes and most of the time respectively for private study. Moreover, 68.3% of the students described the library as a quiet place where they concentrate while doing their study. The results show that more needs to be done towards improving the libraries so that the students can be encouraged to visit them frequently. Secondary school libraries do not have apart from books various formats of information resources that would be more appealing to the students. Secondary school libraries should incorporate in their collection a variety of formats of information resources that are more captivating than books.
INFORMATION LITERACY STANDARDS OF SCHOOL LIBRARIES OF NAIROBI AND THARAKA-NITHI COUNTIES, KENYA
(chuka university, 2022) Ireri, J.M; Evans, N; Ocholla, D
Information literacy is described as a set of abilities that require individuals to recognize when information is needed and locate, evaluate, and use the needed information effectively (American Library Association, 2018). Information literacy skills are essential to secondary school students in developing countries such as Kenya. A preliminary investigation by the researcher revealed that many secondary schools in Kenya have poor literacy standards and have no room for information literacy programs for their students, despite the fact that secondary school education is transitional to university education. This study assessed the information literacy standards of school libraries in Nairobi and Tharaka-Nithi Counties. The study selected Nairobi and Tharaka-Nithi counties, which represent urban (Nairobi) and rural populations (Tharaka-Nithi). Data was collected using questionnaires. Systematic sampling was used to select 30 secondary schools (20 schools from Nairobi and 10 from Tharaka-Nithi) out of 304 secondary schools, while stratified random sampling was used to classify the students into four strata (Form 1-4). A total of 385 students were sampled (255 from Nairobi and 130 from Tharaka-Nithi. The results show that more needs to be done towards improving the libraries so that the students can be encouraged to visit them frequently. Secondary school libraries do not have apart from books various formats of information resources that would be more appealing to the students. Secondary school libraries should incorporate in their collection a variety of formats of information resources that are more captivating than books.
INFORMATION-SEEKING STRATEGIES OF STUDENTS IN NAIROBI AND THARAKA NITHI COUNTIES’ SECONDARY SCHOOLS
(Chuka University, 2021-10-07) Ireri, J.M; Evans, N; Ocholla, D
In this information technology age, Kenyan secondary school students need to be equipped to develop the skills to help them search for information and evaluate and utilize the information effectively. This study established information-seeking strategies of students in Nairobi and Tharaka-Nithi secondary schools. The study selected two counties Nairobi and Tharaka-Nithi, which represent both urban (Nairobi) and rural populations (Tharaka-Nithi). Data was collected using questionnaires. Systematic sampling was used to select 30 secondary schools (20 schools from Nairobi and 10 schools from Tharaka-Nithi) out of a total of 304 secondary schools in both counties while stratified random sampling was used to classify the students into four strata (Form 1-4). A total number of 385 students were sampled (255 from Nairobi schools and 130 from Tharaka-Nithi secondary schools). Results revealed that 47.6% use of library personnel and 34.9% use of library catalogue were some of the information seeking strategies that the students use in the library. Further, 87% of the students denoted that the librarian was willing and ready to assist whenever needed. Results also showed that 44.7% of the students strongly agreed to seek for reference sources to ensure they get the current and authentic information. Majority of the students depended more on the librarian for information requirements but reluctant to use library catalogue. Also that majority of the librarians assist the students get information and students were eager to make use of available reference sources. The study concludes that information seeking strategies in the secondary schools need to be enhanced especially internet connectivity and the use of subscription databases. The study recommends that secondary schools should have an ICT section that would allow the students to interact with online educational resources.