Application of Digital Literacy Skills by Postgraduate Students to Access and Use Electronic Resources at Strathmore University Library, Kenya

Abstract

Digital literacy skills are vital in enhancing confidence in access and use of electronic resources in academic libraries and easing the difficulties associated with their usage. Postgraduate students are necessitated to acquire digital literacy skills as this would guarantee their adequate access and use of electronic resources for learning, course work, teaching and research work. The study aimed to investigate the application of digital literacy skills on access and use of electronic resources by postgraduate students at Strathmore University with a view to proposing interventions to improve digital literacy skills. The objectives of the study were to: investigate the level of digital literacy skills on access and use of electronic resources by postgraduate students; examine the application of ICTs and digital literacy skills in facilitating adequate access and use of electronic resources; find out the type of digital literacy training programmes in place for postgraduate students in facilitating access and use of electronic resources; identify challenges faced by postgraduate students concerning digital literacy skills on access and use of electronic resources and suggest ways of improving digital literacy skills to facilitate access and use of electronic resources. The study was underpinned by the Student's Digital Literacy and the Horizontal Pyramid Models. A mixed-method approach was adopted taking on board survey design applied within a single case study in line with concurrent parallel design. Quantitative data was collected from postgraduate students and qualitative data from library staff. The sample consisted of 184 postgraduate students randomly sampled from 776 postgraduate students. The 30% rule according to Neuman was used. Five library staff were purposively sampled. Qualitative data were analyzed using content analysis while quantitative data were analyzed using frequency distribution and cross tabulation methods. Tables, charts, graphs and thematic discussions were used to present the data. The findings of the study revealed that postgraduate students possess different levels of digital literacy skills needed to access and use electronic resources; 79 (43%) of postgraduates and library staff digital literacy skills were inadequate and therefore limits access to and utilization of electronic resources; although ICT and digital literacy skills supported expanded access to electronic resources databases and improved learning opportunities at SUL, 134(72.9%) of the postgraduate students stated that ICT facilities were inadequate; the library has an ICT and collection development policy but suffers from a lack or absence of an electronic resources policy that underpins digital literacy skills; and despite digital literacy programmes being in place 90(48.9%) of postgraduate students indicated that the training was inadequate resulting to insufficient levels of digital literacy skills among others. The study concludes that the digital literacy skills of postgraduate students at Strathmore University library are inadequate and this limits the utilization of electronic resources. The study recommends regular digital literacy and electronic resources training to improve the level of digital literacy skills of postgraduate students; increase and improvement of ICT facilities; establishment of an electronic resources policy; reviewing of ICT policies to underpin digital literacy skills and the use of electronic resources; and regular reskilling and upskilling of the library staff on digital literacy. Facilitate adequate access and use of electronic resources by facilitating postgraduate students in carrying out their academic tasks with ease.