Influence of Information Literacy Skills Policies on Kiswahili Language Instruction in Kenya: A Case of Fourth-Year Kiswahili Students at Lukenya University

Simple item page
dc.contributor.authorDr. Peter Karanja,
dc.contributor.authorDr. Evans Motari
dc.contributor.authorEmily Ng’eno
dc.date.accessioned2026-03-18T07:21:00Z
dc.date.available2026-03-18T07:21:00Z
dc.date.issued2025
dc.descriptionResearch
dc.description.abstractInformation literacy skills (ILS) have emerged as a critical competence in the knowledge economy, essential for academic success and lifelong learning. In the context of language training, especially in Kiswahili—a national and official language in Kenya—information literacy skills play a pivotal role in enhancing students’ engagement with linguistic, literary, and cultural resources. This paper examines the influence of information literacy skills policies on Kiswahili language instruction at Lukenya University, a case of fourth-year Kiswahili students as a case study. The ability to identify information needs and formulate them as researchable questions in Kiswahili, search for information from a variety of sources, such as databases, digital repositories, and Kiswahili texts, and interpret and synthesize information using suitable Kiswahili grammar and vocabulary are all made possible by information literacy skills. This improves their critical thinking skills and linguistic ability, particularly in academic writing and communication. The research investigates the extent to which ILS policies have been implemented, their impact on pedagogical practices, and how they influence students' academic performance and research capabilities. A mixed-methods approach involving questionnaires, interviews, and document analysis was employed. The findings reveal that while IL skills policies exist, their implementation is inconsistent, affecting students’ ability to effectively engage with Kiswahili academic content. The study recommends institutionalizing comprehensive ILS programs integrated into the Kiswahili curriculum and fostering collaboration between academic departments and libraries to support language learning. Keywords: Information Literacy Skills; Language Training; Kiswahili; Policy Implementation; Higher Education; Kenya, Academic Libraries
dc.description.sponsorshipGretsa University
dc.identifier.issnISSN: 2663-7367 (Online) & ISSN: 2663-7359
dc.identifier.urihttps://ir.gretsauniversity.ac.ke/handle/123456789/273
dc.language.isoen_US
dc.publisherEastern Africa Journal of Contemporary Research (EAJCR)
dc.subjectFORESTRY, AGRICULTURAL SCIENCES and LANDSCAPE PLANNING::Area economics::Information science
dc.titleInfluence of Information Literacy Skills Policies on Kiswahili Language Instruction in Kenya: A Case of Fourth-Year Kiswahili Students at Lukenya University
dc.typeArticle
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Influence of Information Literacy Skills Policies on Kiswahili Language Training Delivery in Kenya.pdf
Size:
363 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
Staff Publication