Browsing by Author "SAWE EMILY CHERONO"

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    TOWARDS CRITICAL LIBRARIANSHIP FRAMEWORK FOR ENHANCING RESEARCH SUPPORT SERVICES FOR DOCTORAL STUDENTS IN SELECTED PUBLIC UNIVERSITY LIBRARIES IN KENYA
    (TUK, 2024-10) SAWE EMILY CHERONO
    ABSTRACT University libraries today operate in a dynamic, technology-driven environment that requires them to continuously adapt and enhance research support services in order to meet the evolving needs of proactive researchers. The ever-changing and dynamic scholarly environment calls for examining university library research support services since doctoral students depend on university libraries for information. As university libraries work to improve RSS and, to assist doctoral students, there was a need to assess their preparedness and conformity to 21st-century information ideals. This study investigated how a critical librarianship approach could enhance research support services among doctoral students in selected public university libraries in Kenya. Specifically, this study examined the existing research support services for doctoral students, assessed the extent of research support services utilization by doctoral students, established strategies used by university libraries to offer research support services for doctoral students, and identified challenges faced by libraries in providing research support services. To achieve these objectives, this study was guided by critical librarianship theory. The research adopted a pragmatic paradigm, which provided a basis for using mixed research methods encompassing qualitative and quantitative approaches in the form of a convergent parallel research design. The study population were doctoral students, university librarians, and library staff involved with research support services from universities in Kenya. The study purposively selected eight universities and respective libraries from whom data was collected from 283 doctoral students through a questionnaire, 26 library staff, and seven university librarians using semi-structured interviews. Quantitative data was analyzed using descriptive analysis using SPSS, while qualitative data was analyzed thematically using ATLAs.ti. Quantitative data was presented using tables and charts, while qualitative data was presented as narratives and appropriate verbatim quotes. The study findings showed that university libraries offered a range of RSS, library resources were the most used by doctoral students, and research impact services were the least used. The strategies used to empower the students were online and face-to-face instructional services and collaborations with research scientists. The challenges found include poor communication, inadequate qualified staff to provide research services at the doctoral level, and unavailability of doctoral students. The study concluded that the provision and use of RSS for doctoral students in specific university libraries vary from one service to another, and several strategies to empower doctoral students were used by university library staff, albeit with several difficulties emanating from both the university libraries and doctoral students. The study recommended recruitment of adequate and competent library staff to adequately guide doctoral students, and vigorous awareness creation and sensitization campaigns on crucial research support. The findings will inform the development of critical librarianship programs and initiatives and offer insights on strategies to market RSS effectively. The proposed framework would ideally guide university libraries in enhancing the availability and usability of RSS. Keywords: Research Support Services; User Empowerment; Librarian Empowerment; librarian power; User Disempowerment, critical librarianship; University Libraries; Kenya