Access and use of information by school children to alleviate social deprivations: a study of selected slums in Nairobi County, Kenya

Abstract

Although information is the key to knowledge, vulnerable communities have little or no access to vital information. Slum children are perhaps the most vulnerable section of the society who suffer human deprivations of all forms. Social and environmental deprivations of children have been shown to have a deleterious effect on their physical, intellectual and psychological development. Despite the United Nations Universal declaration on Human Rights (1948) which promotes access to information for all, there has been limited access to and use of information by children in Nairobi slum areas. The slum dwellers‘ access to and use of essential services is affected by poverty and infrastructure among others. The aim of this study is to investigate accessibility and use of information by school children in selected Nairobi slums and propose a model that will enhance accessibility and use of information to alleviate social deprivation. The specific objectives of the study are to: identify information needs of school children in the selected slums in Nairobi county; determine the types of library information services available and their accessibility to slum children; establish the role played by information service providers and other agencies in the provision of information to school children; examine the policy and legal frameworks in access and use of information by school children in slums; establish the role of Information Technology in promoting access and use of information by school children in slum areas and propose a model for enhancing accessibility and use of information by slum children in Nairobi county. This study utilized Project CATE (Children‘s Access to [and use of] Technology Evaluation) Model and Brenda Dervin‘s Sense Making Theory complemented by Piaget‘s Cognitive Development Theory. This study used a multi-case study research design and adopted Constructivist/Interpretative philosophical world view. A mixed paradigm methodology was adopted and the qualitative research was used as a dominant paradigm. The study employed purposive, stratified and simple random sampling strategies to determine the study population and the sample size, which was 586. The study employed various methods of data collection namely structured interviews, focus group discussions and questionnaires. The study findings revealed that pupils in upper classes in Nairobi slums did not seem to adequately access information services. In addition, most schools did not have school libraries. The study identified inadequacy of reading materials, computers, funding and space as the major challenges that were encountered in provision of library information services in the slums. The study further, established that there were no clear policies regarding provision of information to school children in slum areas. The study recommends: periodic conduct of user needs studies to determine information needs of school children in the slum areas; establishment of libraries and information services in slum; upgrading of existing libraries; staffing of school libraries with trained personnel and development of a policy to address information related issues for all schoolchildren. The study came up with a model that if adopted will go a long way in enhancing accessibility and use of library information services to school children and alleviate social deprivation among school children in the slums