Abstract:
Background of the study: Information literacy practices have been recognized as essential
educational goals to judge and evaluate student’s aptitude for critical thinking, decision making
and problem-solving. Inculcating information literacy skills to students is not only significant to
survival but also enables them to know when they need information, how to locate information
and how to use information hence success in their studies. However, the state of information
literacy practices in secondary schools in Kenya has not been adequately investigated to
determine their degree of effectiveness.
Objective of the study: Consequently, this study aimed at investigating information literacy
practices as a tool for accessing and utilizing information in secondary schools in Kenya.
Methodology: The study was based on a pragmatic paradigm where both quantitative and
qualitative approaches were adopted. Data was collected from a targeted population which
consisted of 288 teachers, 12 school/teacher librarians and 1785 students from 12 sampled
schools. Questionnaires were administered to teachers and students while an interview schedule
guide was used to gather data from school/teacher librarians. Data was analyzed using
descriptive statistics, and presented in form of tables, charts and graphs and verbatim reports.
The study was important as it elicited discussions that could be used for purposes of adoption of
an information literacy programme in secondary schools.
Results and findings: The findings show that some information literacy practices were available
in secondary schools but not effectively practiced resulting to students proceeding to institutions
of higher learning without adequate information literacy skills.
Conclusions and recommendations: The study concludes that information literacy is a
prerequisite tool for accessing and using information in secondary schools. Information literacy
skills enables students to conduct independent information search, efficiently retrieve
information using modern technologies, critically evaluate their findings and effectively apply
relevant information into their day to day situations. Therefore, the incorporation of information
literacy practices into secondary schools’ curriculum would institutionalize information literacy
in secondary schools.
