A STUDY OF LIBRARY FACILITIES IN SELECTED
SECONDARY SCHOOLS WITH PARTICULAR REFERENCE
TO THEIR MANAGEMENT, ORGAl'HZ?\TIONAND USE,
IN BUNGOfVlADISTRICT vVESTER~ PROVINCE, I<:ENYA
BY
GEORGE CHESUTEK KILLONG
«.
A THESIS REPORT SUBMITTED IN PARTIAL
I I
I
FULFILMENT FOR THE DEGREE JF MASTER I
OF EDUCATION (LIBRARIANS HIP - TDC)
IN KENYATTA UNIVERSITY,
SEPTEt·illER,1986
-K.lTfong,UeOTgl
A study of
library facilities ill
1111111111 II~~illi Ii111111I11111!~I ~IIIIIImII~
1989/183126
·,
D E C L A RAT ION
This thesis is my original work and
_has not been presented for degree
in any other University.
This thesis has been submitted for
examination with mylapproval aF
University supervisor ..
EDWARD WAIGURU ~llli B.ED I M.A. D.L.I.S.
LECTURER IN LIBRARY EDUCATION
LIBRARY EDUCATION UNIT
l<ENYATTA UNIVERSITY.
/(iii)0,
I
'-- . r •
DEDICATION
This thesis is dedicated to my parents
Isaac Loren Arap Chesutek and Frida AselaoNekesa
for their sacrifices, understanding and interest
in building a strong foundation for my life-long
~ educatiqn since my childhood.
My beloved wife The~esa Cherotich Chebet whose
patience;-bcinfidence, understanding and
encouragement from the,beginning todate were
instrumental ,to its completion.
My lovely children Simion Edwin Chelot,
Sabenzia Wamutete, Michael Chesutek, Elphas Kiboi,
·Monicah Chemutai and Brian Tai whose presence
"-guarantees my status as a clan and village elder-
with love and ~ffectlon.\
/ \
"
/
.r
" (i v )
A C K NOW LED GEM E N T S
I "wish to express my sincere thanks to my thesis
t.~
supervisor Mr. Edward Waiguru Muy? for his ipvaluable
guidance and encouragement throughout the period of
writing it.
I am deeply indebted to my lecturers of library
Education Unit - Mr. J.R.Njuguna and Mr. P.G.Mwathi
for introducJpg me to the field of librarianship
proper.
I would also like to convey my sincere appreciation
to the library staff in Africanna Section and also
the librarian and his deputy librarian Mr. J.M.Ng'ang'a
and Mrs. Rosemary Nde qwa respectively for their
assistance rendered to me during the literature review
period.
To my course co-ordinator Dr.P.Wang a (Mrs) , I say thanks
for your warm guidance and assistance you afforded
to me during the period of writing it.
My grat~tude and appreciations are expressed to our
Kenya Government via the Ministry of Education, Science
and Technology for sponsoring the study and the office
i
. (V)
"
of the President for processing the permit to carry
~~~:rbu-t the~'research:
c.
j
I am indebted to my brothers, sisters and ot.he r
relations HIS William Nakheti, Coacha Kiboi Cnesutek,
---=~ - Sammy1<illong; Ndiwa Ndi ema, John Chesutek, Francis
~, -Hir.i:kwa, Dr.. SammyWanjala, Joel \t{ekhui, eol. Ja.ck
Chemoss, Joshua Simiyu, ZLppo r ah iHabukwanqwa , Loice
Chemutai, Elizabeth Chepteek, Robai Nangekhe and
{
Anne Mat.La -for -their inspira-tion and 1Uoral support
-,-'-'- rendered to me throughout my post+q r adua t.e course.
Last but not Leas t, my sincere gratitude to MjS Edwar d
Kitui, Gilbert Wekulo, Bourney Kyalo, ~oses Ogutuf\ -
Steve Okottah, Nrs. Salome Gichimu and the seven
headteachers of sample schools particularly NjS D.
I'
Wabwire of Lukhuna, Wena of Lugulu, -KiTnungui of
Friends KamusLnqa, Chemonges of 'l'eremi Schools, the
/
staff and students who JUade valuable contributions
in preparation of and writing this report.
"
(vi)
ABSTRACT
The purpose of the research was to investigate how the
current school library facilities are managed, organised
and used in the selected secondary schools in Bungoma
District of Western Province, Kenya. The researcher
hoped to reveal among other things the existing state of
secondary school libraries in terms of their· management
organ~sation and use which would be invaluable asset to
educators.
The study is timely coming when for the first time the
government has taken a keen interest in the discipline of
information and library sciences in the institutions lof
higher learning namely the Universities and Teachers Colleges
specifically ~nd in secondary and primary schools generally.
The building of LRC'S (Learning Resource Centres) in
-Teachers Colleges, the introduction of Library Education
Unit at Kenyatta University for Post-Graduate Students and
a full faculty of Information anSt Library Sciences at Hoi
University are clear indicators of the current government's
interest.
The study covered seven selected secondary schools from
a list of over hundred schools in Bungoma District. Only
secondary schools with libraries, Form V classes and
situated along passible roads were selected for the study.
(vii)
The sample of the study'consiste~ of headteachers,
,teacher librarian's, teaching staff .and students who
provided,the required information i~ the respective
questionnaires. The researcher a.lso.employed observation
and interviews as the means to gather more information
from the same subjects.
The data collected was recordedf analysed qualitatively
and in.terpreted.
1-'} ." ,
The findings of the study showe d that all schools surveyed
had 'at least a l~brary, a teacher librarian, poorly stocked
a~d used especially by th~ teachers. The findings also
revealed that the Ministry of Education Science and
Technology has not provided guidance on how to organise,
manage and use those libraries.
Based on these findings a number of reco~~endations were
made namely the urgency to inservice the serving teachers
and teacher-librarians in schools as a means of enhancing
awareness in librarianship, teachers to encourage their.........
students to use library facilities, the government to
formulate policies on school libraries in respect to
management, organisation and us~ the concerned personnel
~gents to spearhead the construction of purpose built
libraries in all secondary schools and libraries to have
special vote-head in school fin~ncial accounting system
(viii)
for the purpose of d~veloping and running library stock
and personnel.
In conclusion, the researcher is, however, of the opinion
that the findings of the study will, to a \.c~:msiderable
extent, serve as a main spring board for developing
useful and workable strategies towards solving the problems
I .
facing secondary school libraries as are identified in
the seven selected secondary schools in Bungoma District .
.-~
Finally all proposals for improvement, as suggested could
be made the subject of experimentation over a period of
time with a view_of future modification and perfectiDn.
r:
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(ix)
TABLE OF CONTENTS
PAGE
Title
Declaration (ii)
Dedication (iii)
Acknowledgement (iv)
Ab~tract (vi)
Table of Contents
I
List of Tables
(ix)
-(xiii)
CHAPTER ONE:
1.0.0 Introduction 1
1.1.0 Background For the Study
1.1.1 Statement of the Problem
1.2.0 Significance of the study
1.3.0 Objectives of the Study
1.4.0 Baste Assumptions
1.5.0 Limitations of the Study
1
4·
4
5
7
8
1.6.0 - Delimitations of the Study 9
1.7.0 Operational Definition of Key 9
Terms
CHAPTER TWO: REVImv OF RELATED LrrERATURE
2.0.0. Introduction 13
2.1.0 The Role of Libraries in Secondary 15
School Education
(x) - .
2.2.0 Official P.osition of School Libraries 22
2.3.0 School Library Facilities 29~
2.4.0 Personnel 35
2.5.0 Library Management -c 40
2.6.0 Library" Organization 42
2.6.1 Library Selection 46
2.6.2 Acquisition 49
2.6.3 Cataloguing 50
2.6.4 Classification-' 52
2.7~0 Finance 54
-;
2~8.0 Library scock 57
,.:.... 2.9.0 Library Use 61 'r-
CHAP'l'ERTHREE
3.0.0 Introduction 65
3.1.0 Design of the Study 66
3.2.0 The Subjects 67
3.3.0 The Sample Selection 67
3.3.1 Selection of the Schools 68
3.3.2 Selection of the Subjects 69.
3.4.0 Instrumentation 71
3.4.1 Questionnaires 71
3.4.2 The Interviews 72
0-
(xi)
PAGE
3.4.3 Observation 74
3.5.0 Procedures for Data Collection 75
3.5.1 Actual Administration 75
3.6.0 Data Analysis and Interpre-tation 76
3.6.1 !-12thodological Limitations 76
, CHAPTER FOUR:DATA ANALYSIS AND RESULTS
Coding of Data
4.0.0 Introduction
77
78
4.1.0 General Information-About the
Schools
79
4.2.0 Subje~ts Offered in the Schools
4.3.0 Books~in Use f6~Teaching
4.3:1 Suffiency of Books in Terms of
Quality
83
84
86
4.3.2 Suffiency of Books in Terms of
Comprehensiveness
86
4~4.0 Library Facilities' 87
4.5.0 The Finance 89
4.6.0
,)
The Library Collections 92
4.6.1 92Non-Book Media
4.6.2 Reference Books 94
4.6.3 Magazines and Newspapers 96
4.6.4 Building of Library Collections 99
1004.7.0 Personnel
(xii r
PAGE
4.8.0 Library Organizatio~ 105
4.8.1 Selection 106
4.8.2 Classification 107
4.8.3 Cat~log~lng 109
4.8.4 Inventory and Annual Reports III
4.8.5 Library Services 112
4.9.0 Library Use 118
4.9.1 Teachers Use of the School Library 120
4.9.2 Pupils Use of.the School Library 129
CHAPTER FIVE: FINDINGS CONCLUSIONS AND
RECOMMENDATIONS
5.0.0 Summary ,I 135
5.1.0 Findings 134
5.1.1 Physic8.1 Facilities 134
5.1.2 Library Personnel 137
5.1.3 Finance 138
5.1.4 ' Organisation 138
5.1 :-5 Library Collections 139
5.1.6 Library Books Used by Teachers 141
I
For Teaching
5.1.7 Lj~)~ary Services and Use 142
5.2.0 Conclusions 143"
5.3.0 Recommendations 144
5.4.0 Suggestions for Further Research 146
, I
'(xiii)
BIBLIOGRAPrfY
- LIST OF APPENDIXES
(
APPENDIX A Students' Questionnaire
I
, APPENDIX B Teacher-Librarians-
-~--, Questionnaire
.APPENDIX C - Headteachers' Questionnaire
APPENDIX D Teachers- Questionnaire
\PAGE
149
152
159
173
176
-,
TABLE 1
TABLE 2
TABLE 3
TABLE 4
TABLE 5
TABLE 6
TABLE 7
TABLE 8
-TABLE 9
(xiv) . ;
LIST OF TABLES
Number of streams, Enrolment,
Boarding/Day & Management
Subjec~staught in research schools
Summary of the Titles of books used
PAGE
82
83
by teachers according to subjects 85
offered.
Sufficiency of l?ooks in terms of
<,
content
Sufficiency of books in terms of
compr~hensiveness
Library Physical Faci Li, 'ties
Library Budget 1985/86
Library Stock and the 1985 & 1986
book Acquisition
Non-book Media available in the
Schools
"
TABLE 10 Referenc6 Books
TABLE 11 Magazines and Newspapers
TABLE 12 Magazines and News pape rs titles
found in the',research schools
86
86
89
90
93
94
95
97
98
-,
(xv)
PAGE
'TABLE 13 Sources-of Libia-ryCol;Lections 99
TABLE l4a Information about teacher 101
\ ~.- ... '. ..-. .
Librarians-
TABLE l4b Information about Library Assistants 103
l4c Information about Library Prefects 104
TABLE 15 Types of Classification Followed 108
TABLE 16 Types of cataloguing followed 1io
TABLE 17 Inventory Collect~qns and Report-of 112
. ! t
TABLE 18 System of Issuing and Returning of 115
books
TABLE 19 Circulation Policy regarding library 115
services
TABLE 20 Overall rating of Library Services 117
TABLE 21a Teacher's experience 119
2lb Number of periods taught by each 119
teacher per week
TABLE 22 Frequencies of teachers use of 120
school library
TABLE 23 Time spend in the libnary by
teachers weekly or monthly on 122
average
"(xvi)
PAGE
TABLE 24 Library activities Teache~s engage 124
TABLE 25 Reference materials frequency and 125
percentage of those who use them
TABLE 26 Frequency of use of the Professional 126
Section
~ABLE 27 Availability of Library collections 128
to teachers
TABLE 28a Number of Times tudents use 'the 130
library
28b Activities students'engage in the
library
130
28c Time students visit the school
library for study
28d Length of Time students spend
in the library st.udyLrrq
28e Importance of students visits to
the school library
28f Reasons for using library
facilities
131
131
132
132
1.0:0
1.1.0
'-
C HAP T E R ONE
INTRODUCTION
BACKGROUND FOR THE STUDY
The schools have the responsi-
bili ty to see that those wh o come
out have ideas that are worth
thinking and expressing as weIll
as the courage to express them.
The---phenominal increase in demands that
continue to be placed upon the schools to
provide: facilities for higher quality of
education of which the school libraries
are essential part of such' facilities
makes the above quotation of a significant
educator and philosopher more relevant in
our day education system of 8.4.4 than ever
before. The establishment of secondary school
libraries in this country like other areas
of school development have been influenced
by various factors namely the n8eds' of the
students, the availability of funds,
1. Dewey, J. The Human Course Collected Thoughts for
Living. Nevi York: Schenkman Publication, 1974. p.127.
2initiatives of the local school conmunities,
government and institutions' policies,.
universal educational conventions and
resolutions etc. For some reasons, the
development of schoollibrarianshipconcept
and the process of establishing school libraries
has been slower as compared to other areas of
school development. For along ,time school
libraries have developed on their own supported
by interested headt.e ache rs and some merubers+of
the teaching staff for the needs of their students.
The libraries that are there are organised and
managed by available personnel with varying
degree of experiences which also adds to problems
that face our schbol libraries. \
Despite these confronting problems to the
establishments of secondary school libraries
and even the concept of librarianship we all
reckon With the accrued benefits of a positive! __ I
reading habit acquired during one's school days.
For re~ding to become a life long habit, it must
be instilled in students at the very early age
, \.
3·
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,
of secondary education. Njuguna emphasises
the importance of using school libraries at
l,
( an early age.
j. Lack of this early use of
the libraries has resulted
in none use of University
and Public libraries later
in life:2
<,
Suitable books in a well organised, library
v
can serve as an incentive to further learning
. .
as well as an efficient method of reLa: .at Lon ,
A well organised school library inculcates
in a student's mind a desire to use bOJks both
for serious study and recreation. It provides
skills in using them and some acquaintence with
public libraries so that he can continue reading
t ev_en after school life. The provisi.on of school
I
libraries serves the role of a medium which brings
the student into contact with books of varied
selection and knowledge and as such it should be
viewed as a central integral', componen~ of the
.. school. It implements, enriches and supports
the educational programme of t.he school. It
2. Njuguna, J.R. Problems of University Libraries in
Kenya with particular Reference to Staffing,
Acquisition and Use. M.L.S. Thesis. Loughborough,
1981. p. 137.
,1.1.1
1.2.0
"
A
develops the reading skills, literacy, taste
discrimination of materials and instructs in
the use of books and libraries.
Good organisation and management of school .J
library facilities is crucial to the success
of any library in a school set up. It was in
" the light of·this argument that the researcher
set to investigate how secondary school libraries
"-.,.. .
are managed, organised and used currently.
STATEMENT OF THE PROBLEM
The problem of this study was to investigate
how secondary school library facilities are
managed, organised and used currently in
selected secondary schools in Bungoma District
of Western Province, Kenya.
SIGNIFICANCE OF THE STUDY
The study maybe justifie~ on a number of
different grounds. First of all it will give
some indication as to how to improve those
library facilities in which considerable
investment and effort is made in order that
,''')c'
1. 3.0
5
, /
.:-:
they can serve their conceived roles
appropriately.
Empirical evidence concerning this study
should be found a useful guide to the secondary
school teachers, educationalplaqners and
admlnistrators in their'efforts to promote and
-improve learning activities in secondary schools
. , . \
with particular reference to the current
philosophy of learning - resource based learning.
, '
The study will further' unearth and'expose the
prevailing general pattern in the organisation,
management and use of these libraries studied
!
and suggest ways of improvement on the present
system.
OBJECTIVES OF THE STUDY
The more specific purposes of the study are
delineated in the following objectives:
1. To acquire data concerning secondary school
library facilities in the selected secondary
",schools in Bungom~ District of Western
Province.
-,
-,
'.
6
2. To study the problems which are
encountered in the management,
organi~ation and use of library
I .facilities in these selected secondary
schools in Bungoma District of
,Western Province. .
3. To determine the general pattern of
management and organisation of libraries.
in those selected secondary school
---libraries in Bungoma District of
Western Province.
4. To, acquire data,concerning secondary
.. Ischool library personnel in those
'sel~cted secondary schools of Bungoma
\
District Western Province~
5. To acquire data concerning the state
of library;operations fo~ the benefit
of individual.schools.
6. To make recommendations and conclusions
on the basis of the data collected
and analysed. '
. '1
1. 4.0 BASIC ASSUMPTIONS
The expected outcome of the study was based
on the following assumpt.Lonse
1. That there are some secondary schools in
Bungoma District of Western-Province with
libraries.
2. That these libraries are managed and
,.·organisedby teacher-librarians with
.little or no training in librarianship.
/
r
/
3. That there were some difficultie~
involv~d i~ the organisation and manage-
ment of thOse library facilities which
in turn influenced their use.
4~ That there was sufficient library stock
'for use in the selected schools.
5. That the variables and factors affecting
the development of school libraries could
be detected with data collected.-,
6. That a large number of secondary schools
studied would provide sufficient data
from which valid conclusions and
1.5.0
').
/
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8
generalizations can be drawn.
7. That the study would be useful in
identifying the extent to which
provisions are made for secondary
school librarie s as a basis for
future planning and development
nationally.
LIMITATIONS FOR THE STUDY:
Due to' lack of local research aone in
/1
.management, organisation and use of library
facilities in secondary schools in Bungomaf
District, specifically pnd Kenya in general,
the researcher was limited to use related
research done to adequately support and
amplify the possible "findings of the
investigation. ."
Secondly, the researcher was meagrely
fU!1~a.0- three thousand shillings only
to cover a large sample for the study
was dif"iicult. Thirdly, time allocated
for the study was indeed short and
tight - three months to cover a large
:sample was almost i~possible.
1.6.0
I
1.7.0
0-
,
9
DELIMITATIONS OF THE STUDY
The study was delimited to seven secondary
schools only from several tens of them. in
the district due to inherent limitations
ana1ys~d above. Only schools with some
reasonable form of library with FOrm V class~
or classes and wer~ situated along the passible
roads for quick access by the researcher we~e
conside:redo
OPERATIONAL DEFINITION OF KEY TERl'-lS I
The terms listed below' are capable of various
interpretations. For the purpose of this
study, the meanings that they are intended to
convey are given below:
/
C fl.SECONDARY S HOOL re ers ~o a post-prlmary
school in Kenya attended for four or six years
maximum.
DISTRICT refers to an administrat:.ive section
of a province under the jurisdiction of a
District Cormnissioner.
10 , ,
DIVISION refers to an administrative
section of a district under the
jurisdiction of a District Officer.
ACQUISITION refers to the procedures
used to procure books and other library
.materials which are' identified through
a selection procedure.
/,
CATALOGUE is a comprehensive list of a
collection or collection of books,
documents or similar material for a
library or a group of libraries.
TEACHER-LIBRARIAN is used to refer to a
classroom teacher who spends part of his
or her time as a master in charge of the
library.
HEADTEACHER refers to the teacher appointed
" by the Teachers Service Commission to
administer and supervise the school on
behalf of the Ministry of Education, Science
and Technology. ./
-\, 11
.'-
- .:':>
LIBRARY CLASSIFICATION refers to the
~ -grouping of materials in a library in a
systematic order so that those books or
-.mat.e ri.als treated like subjects are '
grouped together, to enable the user find
them easily!.
/ \
LIBRARY PREFECTS refers to students assi-
r g,ne,~,library .dutLes :on part-time basis.
HOURS OF SERVICE is used to refer to the
time when ,the library is open and prepared
to render service to its clientele.
SEATING CAPACITY refers to the number of
seating units available within the library
area for the library clientele.
FULL TIME LIBRARIAN is used to refer to a
person or persons working 'f!11,1 ~time,
providing library service in the school.
\
12
SCHOOL LIBPARY is a place, room or rooms
or building set aside by the school for
the keepin~ and use of a collection of
books and other literary materials. It
may also mean a collection of books and
other literary materials kept for reading,
~_tudying and consultation .
..... ,
\.
MANl',GEr.fJ~J~T refers to the controlling,
staffing, motivating and decision making
perform~d in ~ library in order to co-
ordinate varied resources and activities
so.as to bring about an efficient service
to the library clJentele.
ORGANISATION is the act of putting together
, human; financial and.material resources
for the achievement of intended goals of
a particular library.
LIBRARY USE is ~he act of utilising the
,.
resource materials and services available
in a particular library.
..
'.
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C HAP T E R TWO
REVIEW OF RE~.TED LITERATURE
2.0.0 INTRODUCTION \
The purpose of the review was to examine
arti6les and research studies pertinent to
the objective of the study. The rationale
for such review was to show what is so far
-
known about the conditions and services of
such .libraries understudy and hopefully
---. as.cert aLn steps how the present investigation
\
may lead to their future improvement.
The concept of school libraries in Kenya is
a relatively new one, and hence the inherent
difficulties the researcher encountered to
obtain either or both similar or related
literature in the same geographical area of
/
study. Oure in his research project says:
Librarianship in Kenya is
still new. As it is kncwn
at present its development
dates from the 1960s'.
This is so far with public
libraries. 1
Loure , A.L. A Survey of the Lear,ning Resources in
Primary Schools of Amagoro Division, Busia District,
Kenya. Project. University of Nairobi, 1985. p. 16.
14
The findings or other resea,rchers on school
iibrarianship in 'Kenya - ya?ya2, Kinyanjui3,
4 . 5Ng'ang'a , Wachira and W~":lgu6 accept the fact
'..that the whole concept of librarianship is
a twentieth century development in the country.
The idea of school librarianship is even newer
and more undeveloped in ~he country. Apart
from occasional papers and articles in library
period!~als, studies on conditions 'and services
of libraries are indeed scanty. In the
absence of such useful literature, the researcher
used other numerous studies in and outside
Kenya which were deemed similar or related
, - to the study. Inspite q.fthe fact that there
is a strigent lack of related or similar
literature in the same geographical area of
2~Yahya, A.S, Libraries for the Young. A Survey.
City of Nairobi. Social Service Department. 1972.
3.Kinyanjui, W.G. Secondary SChool Library Facilities
in Central Province, Kenya. A report. 1974. .
4.Ng'ang'a, J.M. The Development of Public Libraries
in Kenya: Past, Present and Future. M.L.S. Thesis.
Loughborough University. 1979.
5''Vlachira,S.N. Library Education and Supply of
Professional and Sub-professional librarians in Kenya.
A recommendation. 1974.
6'Wambugu, C.K. Studies in Management with Reference to
Libraries. Karfa, 1982.
/
7' . 15
./
study, Umbima7 contends that nearly every sch-
001 in Ke-nya has set aside a rO'>IDfor library
purposes. True as'this statement may sound,
the so called library buildings will not be
~seen as a purpose built libraries but as some
converted rooms where books are stored and some
organised system of charging and discharging
of'books is done in a few secondary schools in
Keny~~'-Kinyanjui in his report indicated that
,81% of schools researched recognized the need
for a library and proceeded to provide for
it.8 '.
»:
From the foregoing views, it is clear that
there is a provision of a library in the majority
of kenyan secondary schools today.
\
2.1.0 THE ROLE OF A LIBRARY IN SECONDARY SCAOOL
EDUCATION IN KENYA, .
Traditionally libraries are essential educational
facilities in our education system-known for
suppbrting varied educational strategies of
the teacher by providing him or her a range
7. Umbima, H.E. "School Libraries in Kenya". t,1aktabl
K.L.A. Vol. 7 No.1. 1982. p. 69
8. Kinyanjui, H.G. Ope Cit. p. 8.
16
of-materials for teaching purposes. To the
, learner, t.he library would aid l.Lm or her
to qrow physically, intellectually and
socially and in so-doing gain self knowledge.
It influences the- learner to become aware
of his/her own" powers and limits to those
powers. If we examine some of the objectives
of our educational system, we find that those
objectives can be meaningfully realised through
frequent use of libiaries. Our educati<n
system should:
(a)' ~iepare and equip the youth of this
country with the knowledge, skills
and expertise necessary to enable
them collectively to play an effective
role in the life of the nation.
Whilst ensuring that opportunities
are provided for the full development
of individaul talents and personality.
'-
(b) Education ~ust foster, develop and
communicate the rich and varied
cultures of Kenya.
! •
17
(c) foster p~sitive attItudes and
/ ,consciouness towards other nations.
(d1 serve to foster national "unity.
(e) serve the needs of national
development,..--.9
These classic educational objectives can
substantially be achieved through diversified
- "reading and skilful independent study through
frequent use of libraries in order to dev=lop
skills necessary for information retrieval and-
_formation of a permanent and positive zeaddnq
habit.
Obi emphasized the fact that a school library
should be viewed as an integral part or "heartll-
of the school for it is one agent which enriches
the curriculum, encourages student initiative
and creative activity and development. She'-
summarises up her" observation by identifying
seven roles a school library plays to quality
education:
9. Kenya. Second University of
Presidential Working Party.
Printer~ 1981. p. 6
Kenya." Report of the
Nairobi. Government
'.
18 r-
1. Promote the deve Lopmcnt;' of reading
skills and encourages long-term reading
interest and habit~--.
2. Cont~ibutes to academic achievement in
other subjects. '.
3. Increases student's chances of succe~s
. .
in institutions of higher learning or
other professional persuits, .
4. Provides with students vocational
information leading to the choice of a
./
suitable career.
5. Help in discovering and developi~g the
special gifts and talents of students.
6. Train students to study independently
by providing a wide range of materials
I
for class assignments.
7. Provide up to date resources tp meet
\the greateit challenge of education in
/
"
the explosion of knowledge. Students
\
of today must prepare themsel ves/ f or
life of re-education in an unpredictable
10world.
10'Onadirin, G.T. A Study of School Library Resources
in Selected Secondary Schools in Nigeria.
Doctorate ~hesis. Michigan Xerox University.
Microfilm. 1977. p. 2.
19
Expressing similar sentiments about the
contributions of a school lib~ ary to
education, Thairu views it as a ~owerful
stimulant and major contrib~tor in
learning and learning activities. Among
other roles·it plays in our educational
system he cites the following:
)
1. _~rovides.material to aid the teaching
programme and support schoo). curriculum.. ,
2.- stimulates the child 's curiosity and a
,quest of ~no~ledge.
3. helps the child-to extend his/her
creative and imaginative horizones
-through use of the well stocked and
displayed library materials.
\
4. teaches the child about his/her own· place
irithe society he lives in.
~5. helps the child to l~arn more than what
is in the curriculum by reading factual
-,
books.
6. encou1ages the child to think for him-
self or herself and to find solutions to
/
. \. . I
20
problems through critical evaluation of
evidence at hand.
7. helps the child to cope up with advanced
studies in the hig~er learning institutions.
8. helps the child to learn ..that learning is
a .continuous process.
9. facilitates self-reliance in studies and
..
creat.e s individual thinking habits--:r_ ,,_
preparing him ~r her to be able to handle
and evaluate new information and ideas.
10. helps the child to learn that many problems
( do'not have single answers and that it is
possible to have different view points.
11. helps to learn his/her physical and
r
cuLtural environment and his or her own
place in the society.
12. libraries acquire many materials that a
school child would not be able to purchase
for himself or herself. Many children
do not have the opportunity to see or to
read books in their homes and it is to
such children that school libraries are
particularly valuable.
21
13. A library collection provides a
cheap way of spreadir.l knowledge
where money is unavailable to buy
books for all school children.ll
supporting these views, Jones12 calls a
school library as a centre of intellectual
life of a school. Further, Mwiti in his
\
suppOrt says:
acquired reading habits during
school days are important. If
reading has to bea life-long habi.t ,
it must be instilled in children
at a very early age. Suitable
resources in a well organised
.library can be a good incentive
for further learning as well as
efficient method of relaxation:----.13
In support and recognition of those cited
educational values accrued from school
libraries to the well being of the school,
several authoritative public press calls
have beGn made in different forums. In a
proposal which aims at establishing school
libraries in all schools ,at all levels of
I
11. Thairur R.W. "The Role of the Library in Education.
Makt:aba Vol. 5 No. i , 1978. p. 30-31.
12.
13.
Jones, A.C. Dual Use of Libraries:
in Education. 30 JulYr 1973.
~witi, J. A Survey of the Organisation and Management
of S~lected Primary SChool Libraries in North Imenti
Division, Meru. U.O.N. Pro.ject. Nairobi, 1985. p. 22.
In Trends
22
education in Kenya, Kinyanjui the director
of secondary education in Kenya stressed the
.q
need to establish libraries at all lev~ls of
14Education system in Kenya. On similar"
point (His Excellency, the Vice President
and Minister for Home Affairs Mr. 'Mwai Kibaki)
called for the establishment of libraries
in all schools to enable the students acquire
15more know l.edqe ,
2.2.0 'OFFICIAL POSITION OF SCHOOL LIBRARIES
\. "Thomas Battholin, a Danish librarian wrote in
1621 - "Without books, God is silent, justice
dormant, natural science at a stand, philosophy
lame, letters dumb, and all things involved ih
Cimmerian Darkness". But books by themselves
fail to serve any purpose ~nless they are put'
_ 16
into effective use. Herein therefore
suggests a need for providing a channel through
which such accumulated wealth of knowledge as
"
contained in books and other ~esources may be
disseminated. And of course it is a library
which provides such a channel •. The place it
l4'Kinyanjui, P. An Official Call for More Libraries.
Daily Nation. 14 Feb. 1986. p. 5. Col. 5.
l5~Kibaki, M. Establish Libraries. The S~andard.
2 March, 1984. p. 3. Col. 6.
/ 16.
Mann, G.P. A Mannual for librarians and students,
1952, R. 11. quoted in Library Science Today, Vol. 1
edited by P. Kaula, p. 414.
\23
"
provides for reading, the lUaterial and
equipment to handle and wake ~heIU accessible
•... .
and the trained personnel to TIlanagethe total
opera~ion.~ In view of this contention the
government should responsibly support them
totally at all costs and levels of education
system in the country.
/
Maleche and Krystall in their talk at Kenya
Polytechnic "Library as an educational too~
I
lament that:
1
At.present, there is no specific
goverr~ent policy on school
libraries. SChools are not requ-
ired to establish and develop
libraries. It is left to the
initiative of headmasters and
headmistresses to use funds out
of Equipment votes to start and
maintain school libraries. Some
schools have been able to develop
libraries through the private
support of parents, members of
the community and students them-
selves.17
",
17.Maleche, A.J. and A. Krystall, "Library as an
Educational tool", a talk given at Kenya Polytechnic,
Nairobi, 1973 in Maktaba Sourvenir Issue,f1973. p. 30.
· "
"
/
24
'/
Support;tng similar expression, Thairu says:
Toa large extent even today
those schools whichbave a
library of some description
have been established because
the teachers, parents and
friends of schools have taken
the initiative.18
In support of the foregoing views apout the
establtshment'of libraries in sch90ls by an
, . ~
outside initiativg and influence other than
-the government the following press information
I
was noted in the recent past:
Parents of Vironga, Ivu~h~ and
Marinda Primary schools in
Bogichora Sub-location Kisii
District raised Shillings
135,444.50 towards the comple-
tion of a joint library at the
weekend. 19 .
In one of the school's in Kakamega district'
similar activity of soliciting funds from
the comm~nity for the purpose of building
a school library was recorded in our local
dailies:
18.
19. Schools
1 April
Thairu R.W. Op. Cit. p. 30.
to build joint library .. Daily Nation.
1986. p. 4. Col. 5.
Members of Butere Boys
secondary school's parents!
Teachers Association in
Kakamega district have
resolved to put alibrary
block at a cost of shillings
250,000/-.20
)
25
• I
)
Umbima observes the courses for government
lack of involvement in tue establishment of.;» ->,
school libraries from a mild point of view:
The demand for formal education
has been such that it cannot
be 'fully met by a nation plagued
wi~h numerous development problems.
Alre~dy formal education takes
30% of the country"s annual budget.
Yet the majority of Kenya's primary
and secondary schools suffer from
shortages of staff, accommodation,
equipment and above all balanced
book stocks. The explanation
for this situation is simple.
There are many developmental
projects competing for the meagre
resCiurces available.21
He further challenges the public from their
p~rsistent outcry about the government lack
-, of active involvement in the establishment
of libraries in schools:
20parents to build Shs. 0.25M library.
24 September 1985 p. 5 col. 1. -
21umbima, W.E. Ope Cit. 68.
Kenya Times
.26
, \
It is 'better to provide some
education in poor condition
than ignore the high ,demand,
for it, hence the inadequacy
of libraries and equipment,
in most schools.22 ,
It is a fact that the development of school
libraries and library services to schools have
r not kept_pace ~ith the rapid growth in kenyan-, , .
education. For/instance, between 1964 and
1976 the number· of secondary schools rose from
I
l52 to 1387 and that 'of primary schools from
5,894 to 8,544. With the shortages of resourc~s
in all manner so characteristic in our present
, -
.days any amount of relief action to cope with
such remarkable growth is unheard of.
In the re~ent past, the government has taken
an active role in the establishment and equipp-
)
ing of school libraries at all levels of
i
education. Thairu in his report on the role
\
of libraries in education, confirms this new
trend taken by the government:
22 Umb i r 'E Tb i da.ma , v'i.. 1., 69.
/
27
. '
\ve aze however aware that
the Ministry of Education
is trying to establish .
school libraries in every
school in the Republic while
in the very recent past
schools at all levels-nursery,
primary and secondary were not
required to establish and deve-
lop libraries.23
t
The government in the course of acknowledging
the abundant benefits accrued f~om school
libraries to education, it has in the recent
past, built and fully equipped learning resources
in al~ Teachers Colleges with trained personnel
to man them.-It has also been training library
-
assistants at Kenya Polytechnic. But the most
\ - ambitious venture has been establishment of
library Education units in the higher learning
institutions namely Kenya~ta University
providing a course in library science at
Masters' degree level and the start of a full-
fac~lty of Information Sciences, with library
sciences, information systems, Archives and
Printing departments at Moi University.24 In support
of this new trend in library development in the
23Thairu, R.W. Ope Cit. 30.
24, Kenya. Second University in Kenya. Ope Cit. 43.,
28
country, the Minister for Education, Science and
Technology Prof. Ng'eno, eulogiz~s government
action towards librarianship:
Plans are under way to establish
librarianship in kenyan Universi-
ties. This was revealed yesterday
by the Minister for Education,
Science atidTechnology Prof. Ng'eno
when he opened a pre-conference
seminar for librarianship at
grassroot level ...25 .
/
Sjnnette, :a UNESCQ consultant in librarianship
,found that the idea of school librarianship
was not viewed as an urgent matter in government-
circles as may be seen from her writing:
It was quite obvious during interviews
with some senior officials and educators
that libraries are not viewed as the
hub of the school. Indeed one high
rankinq official in/the Ministrv of
Education revealed that the Ministry
had no plans to establish or f urt.he.r
develc~ libraries in secondary sc~ools
in the ~ear future. He was certain
that ~he Kenyan National Library
Services could fulfil the needs of
most students.26
-,
25Ng'eno, J. University will train librarians.
The Standard. 14 August 1984. p. 24. Col. 1
26Sinnette, E.D. Kenya: National Training Project
in Library, Archival and Information Studies.
Paris: UNESCO. 1979. p. 3.
29
"/"
She felt that th~s is the main reason for
non-commitment in the development of
school libraries. But on the contrary
~s to date, her 6bservation is gradually
-,
being overtaken by time and events wh i ch
- 27have brought hope according to Mwathi.
Curricula changes with'more emphasis on
schoo l. library. service than ever before
-', .
"are indicators of that hopeful move.
2.3.0 SCHOOL LIBRARY FACILITIES
""Thef ac t; that millions ..
.of people share the vices
does not make the vices
virtues and that millions
share many errors does- 28
not make the errors truths.
The continuous claims and lamentations
about shortage of school library facilities
in schools by intellectuals,administrators
/ and politicians in many forums makes the
above warning more relevant in this context
than anywhere else in this discussion.
27 ivlwathi,P.G. Education for School Librarianship in
Kenya. M.L.S. Thesis. University College of Wales
Aberystwyth. 1983. p. 9.
28 Taylor, W.S. (ed). The Human Collected Thoughts for
Living. New York: A Schenkman Pw)lication, 1974, p.127.
"30
The school "library includes buildings
which have various £acilities. These
facilities include those for storage
and display of loan and pioject service
stock, exhibition collections aridpurchase
stock. They also include facilities for
'//audio-visual, space for office and prooe ss i.nq
-work and other services. In order to carry
" .
out all functions of the library well,
adequate accoromodation is essential. A.- ,
library ~hould positively be seen as an
"
attractive facility which children and
teachers enjoy using. The situation however
does not seem to be encouraging.
.-
Kinyanjui'--
in his "Survey of Library EacLl Lties in'
secondary schools of Central Province of
'Kenya ,,2 9, states that only two schools of
. , <, those surveyed had purpose built ~ibraries .
Others had a room assigned as a library
I
while others had just shelves or cupboards
set aside to serve as s·torage for the 'library
materials .in the staff room' or headteachers'
29 K', -" W G 0 C ' + 8 9any an j ua , •. p. 1_. -.
31
/
/
office'. 17%. of the school surveyed showed
..,() total lack of library accommodation, 53% of
the rooms were desgnated as libraries, 28%
had a Flace where library books were kept.
The book~ were stored mainlv in cupboards
and staffroom shelves.
In his studies in Meru, Gitari observed that:
not a single school had a
purpose built. library. Equally
none had a room converted into
a central library. Only two
schools (33.3%) had class
libraries, in the remaining
schools library books were kept
alongside other books in the
,general store.30
• •• #~
.t..••:
This view is shared by Oure in his research
, in Amagoro division in Busia district where he
founQ out. that in all the schools studied there
was'nolibrary purpose built library buiiding
and 6hildren studied in classrooms. Stores
- 31
in which books were kept were all purpose.
30 Gitari, K.J. A study of library facili ties in
selected Primary schoolS in Nthi Division, Meru
District. D.O.N. Project, 1985 p. 31.
31 Oure, A.L. Ope Cit. 53.
32
"
" r :
He adds tha·t:
/
there is acute shortage of
room for storage not only
in terms of buildings but
also shelves and cupboards.
As a result of this, rats and
ants prove to be a great
menace to the stock in addition
to theft.32
I.'
Mwi t.I, however carne up with different findings.
Thus 33.3% of selected schools had centralized
and class libraries. He also found out that
-~another '33.3% of the schools had only class
libraries while the remaining had multipurpose
/.
,
libraries and reading rooms.3~ Kinyanjui
laments that schools have invested so much money in
/
setting up libraries and acqu~ring materials
of good quaLi.t.y c r They have put much of staff:-
time in the organization of the library for some
time but suddenly, resulting from either a
,'/ ~
transfer of the teacher-librarian or his departure,
the whole work is abandoned with nobody to take over
and carryon from where it began. The
implication of all these views is that. there
may be certain schools with better libr~ry
facilities than.Dthers, therefore there are
32·oure, A.L. Ibid.
33'Hwiti, J. Ope Cit. 56-58.
•....
.s: j
,/
33
no standards for libraries in our education
system; as Aringo puts it:
Kenya Parliament shcnld "formulate
a riat.Loria I information policy.
Such a policy shoul-d be found_
invaluable as abundant information
in the country would be harnessed, \
stored and systematically disse-
minated to the public and form a
basis ~for research.34
-The lack of school lIbrary facilities is a
,
~orldwide one facing the developing countries.,~ in particular. Certainly this is ,~, menaceIIIi noted and every amount of effort is being•~• realised by IFLA to offset it in one 'Nay•..a\
or another. For instance the 1984 IFLA
Delegates meeting in Nairobi commended:
Governments around the world have
been asked to'take all steps nece-
ssary to ensure that" all schools,
were provided with adequate library
facilities. Delegates also requ9sted
the IFLA to seek funds to promote
the writing and adoption of
library and information science
textbooks relevant to the needs
of the developing countries.35
34 .Aringo, P.O. Daily Nation. 23 August 1984. p. 4 Col. 2.
35 School libraries need Facilities. Daily Nation.
25 August 1984. p. 4 Col. 1
34
}
In support of foregoing views on lack
of library facilities in sch~olsl Kibaki
sax.s:
60% of the half-million kerryan
in secondary schools lack 36
adequate library facilities.
/
To crown the argument on school. library
fa-cilities as necessary components· in
(
schooleducatior1,-- Klara reiterated the
utilities by saying:
Every school worth its name
should hav~ a fully equipped
library ~-'--.311' . - .
In conclusion Mwathi sees the future of
_1
~chool libraries as being in the concerted
l
effort of all concerned.
I
'.
If school libraries in Kenya are
to be improved, there is need for
improving schoo-l library facilities
including legislation for library
- service, establishment of library
standards, organisation of training
courses for-school librarians and-
the creation of a national school
libraries cornrnission.38
36 Kibaki, M.
Facilities.
Most Kenya Schools lack library
Kenya Times. 11 April 1984. p. 24 Col. 2.
37 Klara, S. Group in accord over facilities. Daily Nation.
22 August 1984. p. 25 Col. 2.
38 Mwathi, P.G. Ope Cit. p. 9.
/, "
2.4~O
\,
"
,35
PERSONNNEL
Th~se are\people involved in the running of
School libraries. They include the teacher-
librarians, l:Lbrary assistants f. clerks and
other sup~o~ting staff. In order that the
~
school library should meet fully the growing
,
and changing heeds of the school community.
'it is crucial that there should be sufficient
staff with the multiplicity of skills required,
'"with ability to corrununicateto effect inter-
comnunication both within the school: a1d with
approprLa't.e bodies outside-should be a competent
and trained librarian with double qualifications
in teaching and librarianship. Unfortunately
this has not been the case. There is no
establishment for such a personnel currently.
The running of school libraries traditionally
is regarded as a.part-timetask for a member
r
,of the teaching staff hardLy w i.th any training' or
experience in librarianship. Kinyanjui in his
report observes that:
/
I
36
/ \
-,
"
The library is run on part-time
basis mainly spare-time by a ,
member of the teaching staff who
is often a head of a subject for
example English. Some are run
by library clerks or attendants
who learn routines on the job.
'\_\Students and pupils are used
in most librari~s to assist
under the. supervision of a
library master.39 '
. ,
Wachira in his ,report as a Ministry of Education
planne! on manpower needs. in libraries contend
"that:
./
It might be a waste of manpower to
think of supplying schools with
full time librarians partly
because of the number involved
but also because the establishment
situation of school libraries is
apparentl~ haphazard. 40
',.
Yet, interestingly enough for Wachira, he
,attributes the disadvantaged position of school
~ .libraries to lack of qualified staff in their
establishment. What a contradiction:
39.. .KlnyanJui, W.G. Ope Cit. p. 14
40·Wachira, S.N. Ope Cit. p. 6.
I,
37 l .
/'
. I
( .
The field of library service in
Kenya.is not well organised at
national level. At present,
individual libraries are going
about' it their own way which means "\
that it is only the well established
libraries with a tradition behind
, them that end up getting trained
librarians or library assistants.
In this way~ secondary schools,
prim?ry schools and teacher training
colleges which should set the founda-
tion for future usage of public or
.universi ty libraries have no access
to trained librarians at present. 41
I
'. '-
\
I UNESCO b S· t 42 , fn a report y lnnet ee , Kenya s pro e-
ssional and "paraprofessional librarians have of the
(
years petitioned for recognition of qu~lity library
education and training, for' the establishment of
standards and a~propriate status for their profession
-\ and promotion of superior library services throughout
the nation but all have fallen on deaf ears. Wamalwa
.Commission 43 had foun; the then programme' for the
j ,
training of professional librarians and library
\
~·assistants not keeping with the increasing demands
for library staff in the university! the Kenya
National Library Services and the need to develop
\ , ' its own national library school but aqai.n t.h Ls is
~ ./yet to be achieved. Wachira44 is of the opinion
,that present needs in library manpower in the
\
41.Wachira~ S.N. Ibid ..p.l.
42. Sinnettee, E.D. Op.'Cit.
43.'Kenya.Reportof the Training Review Committee 1971-72.
Nairobi. Government Printer, 1972.
.44:Wa chira , S.N. Op. Cit. 6.
38
country could not in any way be met by the present
output of the library assistants' course at
Kenya Polytechnic.
'. The whole system of training personeel has been
overlooked for a long time. The onlY servin9
librarians were trained at Makerere University
College at Diploma level, and graduates in
overseas Universities. Library assistants are_
continuing-lb be trained at ~enya Polytechnic,
. .
Nairoqi. Ng'abg'a says that:
/
-'
Some large secondary schools have
reasonable libraries but are also
found with problems of lack of
suitable books, funds and hardly
any has trained personnel---
There is a great shortage of
trained manpower in the fields
of librarianship that only the
major libraries can boast of
reasonable num~ers of properly
qualified staff but even then --45
there are some vacant positions:
45. Ng'ang'a, J M. "Libraries and Librarianshio in
,Kenya Backg~ound Paper~. International Library
~Review No. 14, 1982. p. 308.
39
-, ,46 'Ng ang a goes further to suggest that it is
the training of manpower that needs urgent
attention and where UNESCO assistance should
) be sought. He suggests that as/a matter
of priority, Kenya Polytechnic course be
expanded to take in more students and also
offer a diploma programme. An undergraduate
- -
and post-graduate course should be~established -
at Kenyat.ta Universi ty College or at NairobiJ __
tJniversi ty-to suppLy; teacher -librarians
urgently required in schools. Teachers so,.----
'--
trained will be expected to establish s.choo L
libraries without any delay.
:Urubima47.registers his feelings about the
current situation. He says that it would
I be unrealistic for the present to expect
, school libraries to be staffed by fully
qualified ,professionals. I -He says that the
"
manpower they talk about just is not there.
-1
,
46';g'ang'a, J.M. Ibid. p.- 308.
47.Urub. T E 0 C .t 74_ lma, l"f. • p. l. . \
0-:'"
40
2.5.0 LIBRARY MANAGEMENT
wambugu48 sees libraries as organizations and
as organizations, they need management. Like
other organizations libraries have certain
set goals to fulfil in society and they have
people to enable them to accomplish these
goals. To neglect the knowledge of management
would be tantamount to rejecting the management
theories and practices being applied in other
-' organizations which are striving to meet
the changing needs of society and to improve
the_ir performance. At all costs the }:nowledge
of management is a must for libraries serve.
the society 3.S a purpose number one, employ
people who have to be managed to provide
the designed service to the community it is
.. ,.,--
situated .
.49
Mwiti cites Wachira saying that it is a ",
/
waste of manpowe r to employ professional
"
managers at the moment in our school
libraries because the libraries are small
...
48. .wambugu, C.K. The Library Nanaqer and the Functlons
of Library Systems. Nairobi: iZarfa Ltd. 1984. p. 9.
49. M.witi, J. Ope Cit. 32;
/41
./
in stock, few workers and no funds to manage.
Hachira goes further to commend professional
librarians in ~he Inspectorate to give
. directions 't.o heads on how to establish
some and assist teacher+librarians in running
school libraries.
A schoo I librarian who is the mana9"er of the
Li.brary makes deci si ons , ensures that decisions
made within the library contribute to the
achievement of its gvals, directs the services
.of the library to the right people ensuring
that the library fulfils its basic roles, plans
and budgets for the expansion of ~ervices to
users, according to the school I s needs. Hardly
do we have schools well stocked with a sizeable
.staff .t.h at; will .requfre a librarian of fhe
magni t.ude expressed as.seen by Umbima:
'.
Many schools have built libraries
on Harambee (Self-help) basis ...
but none can be regarded as ex-
emplifying the canons of librarian-
ship. 50
500mbima, W.E. Op. Cit. p. 69.
, ,.~ \.
42
-,
In regard to the current conditions of school
lib~aries - poor conditions, Un0ima51 sees
no good reason to staff'them with 'professional
..( . liprarians. It would tantamount to a
misdirection of manpower.
LIBRARY ORGANIZATION
/
According to the Library Association Guidelines
'., .
.and Recornrnendation~52, the organisation of
a school library sDould be designed to serve
./
,
special needs (cultural) and iecreational,
as well as educat~onal of each particular
school community. Such organisation-- varying
in degree or complexity according to the size
and type of school will be affected by ~xisting
collections, location and arrangements of
collections, the use of these collections,
\selection, acquisition, cre.ation and withdrawal
of materials, promotion and display.
" .
0.
51.
Umbima, hI'. Ei~ Op./Cit. 71.
52. L,A~IlibrarYResource Provision li.nSchools
(New Ed.) London: Unwin Brothers Ltd., 19 77. p. 12 .
'-.
43
.-' ~ I • .
»
"t
According to Hicks and Tillin53, organisation
~{s the act of putting together of human, financial
and material resources for the accomplishment
?f stipulated goals. It is the-management which
-defines roles and tasks for both the qroup and
its individual members -centred around the activi-
"ties necessary for the accomplishment of the
'present objectiv~s. The management furnishes._.- - -
the people in the organisation with the needed
tools, equipment and facilities to accomplish
the_ tas~s and objectives assigned. The two
.authors see school library as a sub-system wi thin
a suprasy§tem and as such it must work towards
the accomplishment of the g'oals of the suprasystem
which is the school.
54 : .. . 1 t .Wambugu sees organlsatlon as an lnvo ve~en In
analysing activities, classfying tasks and dividing
those tasks into manageable jobs which can be
allocated to people.
53. H' k T.' BlC s, n ••
Libraries.
and Tillin, A.M. Managing Multimedia
New York: Bowker. 1977. p. 62.
\.
54 .'Warnbugu, C.K. Op. Cit. p. 11.
44.
In a school library, the main duties include
proceeses of selection, a~qui?ition, classifi-
cation~ cataloguing and physical shelving.
This process is vie~ed as a means of satisfying
the clients. These processes comprise the
management of a library '-1.thout which each
process tends to become an isolated unit in
\
"i t.s eLf'<t.h at; does .not recognise its relationship
55wi th other process in the system .
./
" In support of these preceding views about
definitions and functions of library organisation
Oure cites Robert S .Mason in his free and cheap
resources for schools, a survey and ~uide,
;, says that apart from intellectual organisation
and needs to 'consider the physical organisation
-for instance:
55 Mwiti, J. -"Op. Cit. p. 35.
45
, /
I \
the context in which Low=cos t;
material is useful-that of projects-
then perhaps its physical organi~
zation is best'done through the
use of box files, arranged in
classified order under subject !
headings relevant to the topic
where it proves of most worth.
Posters and sheets are best filed
separately, however, under broad
subject areas. The' content of the
resources area will be changing in
the line with the curriculum and
to a large extent renewed-;-",:-:-.56--~.-~-
For successf~l administration of a school library
57'according to Bennet -; .there must be a system and
order. Set routines mus t be established and
eve,ryone working in the library must follow them so
<,
that there is no confusion, or duplication of
-work. The librarian can ,then'spend more time on
professional activities. Among the set routinesr-
are accessioning, classifying and cataloguing,
shelving, charging and discharging books, tracing
overdue books, preparing book displays, preparing
bulletin boards. Although these routines are
taught they need to,be written in a manual and
be available always for consultation.
56. Oure, A.L. Op. Cit. p.
57'.Bennet, H.E. (editbr).
Librarians. Kingston:
Association. 1979. p.
33.
SU0Qestions for T~Ach~r
The Jamaica Library
17.
46
\
Bennet58 further suggests that most of the
routine work can be carried,out by student
'9
helpers in a school library but supervision
and guidance is necessa~y at all stages.
In this section of Library Organi~ation,
Iitera ture on selection of materials, acquisition,
classification and cataloguing as distributive
processes will be reviewed.
2.6.1 LIBRARY SELECTION
59Mwiti sees selection as a very import.ant
ffunction for ,any library. To.support his
argument for this advocation, hecit.es Hicks
.and Tillin on the functions of library selection:
) The ultimate goal of selection
is to choose from among the many
available resources of know.Le+
dge those that best serve the
needs of the library community.
. .60 . d h f hMWltl procee s to cite t e actors t at
"
influence selection as identified by Hicks
and Tillin.
58 Beneet., H.E. Ibid. p. 17.
59 Mwitif J. Ibid. p. 35.
60 Mwit.if J. Ibid p. 36.
/ 47
(
-.i) Thi goals of the institution
of which the library is a part .
.ii). The changing needs and demands
of a library clientele.
iii) The availability and quality of
materials.
/ iv) The limitations imposed by budget,
---... --. staff, equipment, facilities and
time .:
61 • d hBennet ,In. a dition to t e above factors
- . -
that influence selection, she points out that
-it .Ls important for the librarian to know the
sources of such mater±als and criteria for
:their selection. Selection in subjects of
special interest to a particular school will
probably be the responsibili ty of the librarian.
62Bennet recommends that the librarian should
work out details of selection with the head-
.- teacher and the school bursar on the frequency
'with which orders are placed - annually I serni+
61.
Bennet, H.E. Ope Cit. 14
62·Bennet, H.E. Ibid. 15.
48
annually or each term. A written book
selection policy ~o reflect both long and
short term plans for the development and
maintenance of the library should be written.
The policy should cover gifts, loans, collection and
development procedu~es~ " 63'Ng'ang'a laments
on the lack of a defined school library.policy.
Libraries are maintained on leftovers and this
,
has c6ntinued to be a major constraint in
selection processes~
'- -'
I Stott 6"4 identi fied several selection a.l ds to
aid the librarians. ColleaguE.:s, and:pupils,
book exhibitions, bibliographies, publisher
catalog~es and abstracts, subject indexes,
"book reviews _
/
-,
"6S'Ng'ang'a, J.M. 1982~ Ope Cit. p. 314
64'Stott, C.A. School Libraries, ShOrt Manual.
London: C.U.P. 1967. p. 30.
//
.'-
2.6.2. ACQUIS ITION
65On the acquisition of materials, qure
found out that .it lS based on recoIT@endations
given by the Ministry of Education, Science
66and Technology. Mwiti found out that of
67.7% the schools visited acquired book~
through K.S.E.S. 'or parenfs who buy them from
/"
book shops , The other 33.3% ordered through--.pz-Lvate book shops .. Gitari 67 found out that
only 33.3% of school studied received books/ ..::>..
donations and 67.3% of the cases from Kenya
School Equipment Scheme.
These findings indicate scantiness of ma t.erIaLs
-;--."
acquired in schools. Yet according to Hicks
and Tillin as cited by MWlti68, acquisition
is ideaJly the searching, ordering, accounting
and receiving books. Its major goal is to
procure the resources that are needed to
achieve the library's objectives. Its ultimate
aim is to obtain the largest number of selected
65 ..'Oure, A.L. Op.Cit. 59.
66'!>1witi,J. Ope Cit. 79
67'Gitari, K.J. Ope Cit. 35
69'MWiti, J. Ope Cit. 38
"/
.'
2.6.3
I .
r
/
/
50 - I
I
/
materials within a limited budg( t and within
time they are required .
.~
CA'l'ALOGUING
Cataloguing is the process of/preparing the.
bibliographical record of the library·s holding
that will provide easy access to the information
--- ...- 69
it contains. Bepnet says that cataloguing
should be by none other than the professional
\ J
librarian.
.'-,
The catalogue is designed to meet the needs of
-,users of a particular library. In a school
library the catalogue is designed to be used
principally as a finding list and needs to
.' .'carry only essential .info rrnat i on , To be, use f'uL
there must be uniformity I accuracy and
consistency. .Unifor~ity is achieved by .
_following a set pattern of arrangement, giving
essential information in a set order, and using
the-same style (whether written or typedf.
69. .~Bennet, H.E. Ope Cit. 20
51
;t ~ak~s the catalogue easier to use.
/
70Bennet further suggests that a catalogue
"-
should answer such questions ~s: Is -there
-a book bya special author? Is there a book
by a special title? What books are there
about a special subject? It should also
indicate where on the shelves the book can be
found~-'-'Thisis recognisable by the· classifi-
cation or call number.
\
Unfortunaley, in keny ari secondary school
libraries the above ideals are rot yet achieved
. 71according to sister Lucillas' observation
who noted that due to lack of qualified per-
sonnel in secondary school libraries, organi-
sation of libraries is awkwardly done. There is
,
no classification or cataloguing done such that
materials are'shelved in ::.·fheirbroad subject
areas without a catalogue to show their presence
" or location except by subject guides on the
sh~lves.
70 . .'Bennet, J.E. Op. Cit. p. 20
71.Lucilla, Sister. The Vital Role of a School
Library: A Paper presented at a Seminar for teachers
of English Kenyatta University College. ,1981, p. 2
52
In 1971, a circular from the Ministry of
Education Inspectorate was Ls sre d to all
schools and other educational institutions
headed, "Classification of school libraries It
with an attached suw~ary of Dewey Decimal
Classification adapted for use in local
schools.72 Although it emphasised the
-importance of classification and library
reco~ds-including accessioning it 'did not
at all mention anything to do with cataloguing.
. .73Contrary to Sister Lucilla's views, Mvlltl
.. found out that 33.3% of the schools survey~d
h d 1 d·· .74 f d ha cata ogues an KlnyanJul oun out t at
many schools he studied pra6tice classification,
accessioning and kept inventories.
2.6.4. .CLASSIFICATION
Classification is the process of grouping the
contents of works in systematic order according
to subjects. These subjects are identified
,
72Kenya. Circular, Ministry of Education Inspectorate
on "Clas'sification of School Libraries . 16 May 1971.
73MVliti, J. Ope Cit. p. 82 .
.74. " (KlnyanJU1, W.G. Ope Cit. p. 15. ~.
53
r ,/
• J
by a spe cuaL 'subject sY~ltbol,or class marks.
The class mark is put on or behind the title page
or on the spine r on the book card and on all
.J cards reqUired for identificaiton of a
particular work. . 75Bennet . suggests that student
helpers can do some routine work ~hat goes' into
classification for example writing the classifi-
catLonmumbe rs in the books.
76Mwi ti found out that 83.3% of the schools
surveyed classified books according to broad
subject areas treated and 16. 7% used Dewey
- Decimal Classification. 83.3% of the teacher-
librarians were riot aware of the available
classification schemes leave alone using them.
Kinyanjui77 found that some classification is
, done in some-secondary school·.libraries surveyed~
43% of the schools studied used'DDCr while others
-, grouped books according to s\ilijects'treated and
others develooed their own local classification
75'Bennet, H.E. Op. Cit. p. 23.
77. Kinyanjui, W.G. Op. Cit. p.
\54
(
,schemes respectively.
, .
y
2.7~O FINANCE-----
In order to establish a library in any school
there''is need to consider the financial aspect.
This is esse~tial in meet~ng the school's
.'requirements of initial expenditure, school
.~'-
library "servf.ces I development, maintenance and
runnlng costs, 'The,LA78 (British Library
Association) Guidelines and Recommen dat.Lon states:
)
it is essent~al that there is
adequate capital grand to cover
the cost of fixed and loose
furniture, floor coverings and
equipments including shelving,
storage and display for both
books and non-book materials,
study and work facilities,_
catalogue cabinets and other
equipment for information
retrieval, audio-v~sual hard-
ware and typewriter. There
must also be a grant for the
initial stock of the school
library ~-- ./
JUmbima79 observes that most schools in Kenya
have no enough money to build up even modest
collections .J\inyanjui basing his observations
78'The LA. Ope Cit. p. 43.
79'Urnbima, W.E. Ope Cit. p: 72
.55
from his'~isits to schools surveyed:
t'
( ,
It was evident that some schooLs
arrived at some figures either
through individual decision from
the headmaster, or in a staff
meeting through consultation with
members of staff. Other school
libraries completely ignored
any attempt to finance the school
library, leaving it tv depend
entirely' on what; come by way of
donations. This consequence was
inevitable where there were 'other
faclli ties which were to be
provided too.80r
. '. ..,
/ ,
Kinyanjui81 'observation is in support of what
Maleche hints:
We could say that existence and
quality of the library in any school
depends upon the number of and costs
of competing pressures and tends to
reflect 2nd perpetuate already present
inqualities. When faced with such
competing pressures the school library
usually and nearly always become the
loser.
Oure' in'his studj,es points out that:
"
The current policy 6f financing
primary education is that of
80., " W.G. Ope Cit. 16.' KlnyanJul, p.
81·K, " \-v ~ G. Ope Cit. 16:-lnyanJul, p ..
I
41 ,
56
, -,
partnership in which the parents
and local communities are needed
by law to provide physic~l faci-
lities such as classrooms. teach~rs'
houses and furniture for the
primary schools while the central
government meets the recurrent
expenditure chiefly on payments of
teachers, school milk and school
-.-equipment. 82
)"
~-This has therefore meant that the parent and
the co~unity have been left with "the onerous
task of ,financing p~imary education facilities
being Lnc l.us Lve .
. '
Olernbo83, -:in'his report on financing Primary
School Buildings in Kenya says. that generally
-the funds for constructing of primary school
facilities are generated from various sources-
namely Cha rity Organizations, County Councils,
the Ministry of Education, Science and Technology,
the .:Ministry of Culture _and Social Services t
-the Treasury Department, Municipal Councils,
Church Organizations and also from funds of
\ hararnbee raasLnqs . Ole'rnbo84 singles out the-
role ofhararnbee funds and emphasizes it:
f:.Oure, A.L. Ope Cit. 44-43.
83 .oLembo , J. O. Financing Primary S'choo.I Bui ldings
Kenya. Nairobi: Transafrica. 1985.. p. 21-25.
84.Olernbo, J.O. Ibid. p. 25.
in
- / \
57
The primary section pressed with
inadequate educational facilities,
reverted to harambee as one of the
means of raising funds .for the
construction of holdings7 parti~
.cularly tuition block •.., in the
early stages of establishing primary
schools educational facilities were
constructed through contributions
from members of communities.
The foregoing views imply that school libraries
do not have regular and official sources of
funds for establishment of library facilities of
all kinds.
2.8.0 LIBRARY STOCK
The Library Association Guidelines and Reco~~e-
ndations for Library Resource Provision in schools .--
\
~defines library stock as: /
any material conveying information
and ideas, factual or imaginative,
which can usefully be organised
and made available in a library
for puoils and teachers to refer
to or borrow. 85
85'T~e Library Association. Ope Cit. p. 17 .
./
"58
"Library stock ~ustbe purposefully chosen
so that it is a balanced and not only refl~cts
the curricular needs of schools but also offers
a wide range of materials to meet the interests
"
and activi t.i es of all potential users.' For maximum
, ,
effective use all stock, whatever the format, must
be selected, recorded, made'available and used as
a total resource, organised as one coLl.e ct.Lon and
not separated, into "Li.br ary " for books and
/
"resource centre II for audio-visual materials.'
'(
Ray in his book-library service to schools and
children says e
However satisfactory or otherwise
the accommodation, equipment and
staffing of children's or school
libraries may be, the basic and
most critical element which
distinguishes between a good and
a poor library is its stock of
materials for use. Traditionally
this has been for centuries predo-
minantly of books and similar
printed matteri8~
/
86 'Ray, C. Librarv Service to Schools and ChiJClren.
Paris: Unesco Publishers. 1979. p. 44.
59
Thairu in his role of the library in education
sees a library as a:
~onstitute of collection of books,
p~mphlets, journals, magazlnes
newspapers, documents, manuscripts,
maps, ~apes, slides, phonore~ords,
"filmstrips etc. all of which are
sources of information so as to
.organize and preserve them and to
dissaminate the knowledge contained
ther-ein.~- . This way the library
is· the agency of man's civllization
which stores the messages of both
past and present rendering them
easily and retrievable and
transferable. It is the data store
of D1e recorded intellectual
experience of Qll ages and all
civilization.S?
Umbima challenges the validity of the contents
of the library stock by saying:
Some libraries may be well stocked
but on closer examination, however,
the stocks are usually full of
irrelevant and outdated materials.
Rarely are they organised in a
·systematic or predictable manner.88
·0 Kinyanjui in his survey found out that:
87'Thairu, R.W. Ope Cit. p. 28.
88. mb i ". 69U lma, W.E. Ope Clt. p. .
~
60
No school kept non-book materials
i~ the library. No one school had
a definite policy for providing
the library with materials either.
The impression one gets is one of
a confused state of affairs in as
fqr as the library provisions are
concerned. There is little
thinking directed to the library
~in general, a picture which becomes
rather depressing to an observer.
Even in-cases where an attempt at
provision had been made there was
lack of concerted concern for a
systematic or~anization and
arrangement. 8:1 _'
Kinyanjui90 ~oes further to say that the number
"of books the libraries surveyed possessed varied
,
'from a few scores in some schools to as many
as 9,000 in ochers ,'_ Older schools were found to
have ~elateively larger collections thart t~e young
ones, while at the same time those with only lower
(levels especially second form schools were worst
hit. A few schools had new books purchased from
local bookshops regularly each year. athers buy
books haphazardly that is without specific plans
-,
and system.
89. Kinyanjui, W.G. Op. Cit.p.- 10.
90. Kinyanjui, 0.G. Op. Cit. p. 10.
/
- J --
~/
I
. 61
')'
2.9.0 LIBRARY USE
I. '. .
Gar:oodJ K.W .S; in his' address errt Lt.Le d-
/'
"Challenge to the College bibrarian", to
2 conference delegates under the auspice
-'
of Association of Teacpers in Colleges and
Departments of Education, Library section
analysed ~n a summary Iorm the purposes of
a library as,
1) A library Ls: t.here to confirm and.
str2ngthen the teaching in the
college •.
2) The library ts there to extend that<
\teaching. "" ./
3) The ~ibrary is there to stimulate
"-.1 . 91earnlng .'
And the othe~ goals cited earlier in the
intro?uction of a school library to help
the reader acquire by the time he leaves
".\ school some knowledge of what books can
mean to him both for serious study and fo~
recreation. He also learns some skills in
91. ,Carwooo , K .TVv.S. Challenges to the Collge L'i b r-a ri an
in ATCDE Library Section. Ormskirk: ATCDE Libra~
Section. 1973. p. 14. "
62
-;
using them and gradually becomes acquianted
with the public library so that both at school
and afterwards he will be able to use its
resources.
Njuquria emphasizes the importance of using
school libraries at an e~rly age:
Lack of this early use of
libraries has resulted in
.non-use of University
and public libraries later in
rife.92
"
Although this observation is~sound, but in
the light of what is going on in schools,
the picture is different an~disheartening.
Kinyanjui summarizes his observation by
saying:
"
students were not given
·adequate instructions on
the value of books and ~he
need to take care of them:
Stemming from this deficiency,
they misused them, often
destroying large numbers
through careless handling. 93
<,
92·Njuguna,J.R_ Problems of University Libraries in
Kenya with Particular Reference to Staffing,
Acquis ition and Use. ' M.L. S. Thesis. Loughborough.
1981. p. 137.
A
93.IUnyanJ'U-i,,T,.l.G. 0 Cd t; 17~ n P! l·. p. .
'-
63
/
-The prablem cited abave cauld passibly
,be assaciated with the type o~ teacher
librarians the schaal libraries have eng~ged. '
Kinyanjui further ~salates the cause .of
the mess against the teacher-lib~arians:.' ,
Lack .of library skills is a
damaging handicap to the teacher-
librarieans. There are no.
'~labarate arrangements made "
to provide thes~ skills. If
the organizatian .of theschaol
libraries will suceed, it
would entail making comprehensive
arrangements not only to equip
the teacher-librarians with the
,necessary skills in librarianship,
but alsa ta arrest the currently
,observeq wastage .ofbook stock and
other ~ibrary materials.94
To enable students to learn some skills in
J .:
using the library materials, 1 t should nat
, ,.
\
be a teacher-liprarian's duty .only, but the
whole of the teaching staff. Teachers are
duty-bound to utilize the library materials
in teaching various~subjects and introducing
(
students ta the services of the school library
and sa to the public if there is one near t.he'
94. Kinyanjui, G.W. Op. Cit. p. 18.
/.
64
~chool. In order to teach students some
library basics there is need for an /
adequate number of materials and also training
, of the teachers. The two requirements are
hardly there for instance as Oure found out
from his studies in Amagoro division, Busia
district:
Some subjects apart from the
syllabuses and schemes available,
had no books.95
/
On the part 'of teachers' library use back-
ground, Mwiti96 found out that.most teachers ~
,
.did not use the libraries much so during their,
college days, particularly those who have
taught for over 10 years.
95·0ure, A.L. Op. Cit. p. 85
96. . . 8M'Yllt:t,o ; Op. Cit. p. 5.
\.
!I
3.0.0
, ,
"
C HAP T E R T H R E E
THE RESEARCH ¥lliTHODOLOGY
INTRODUCTION
The foundation for this study has been
laid in the preceeding chapters. In
Chapter I the background of the study was (
provided along with the st.at.enent of the
- --
problem, need for the study, formulation
of assumptions, limitations and deliminations
./
of the study and~efinition of terms.
Chapter II gave the theoretical framework
and review of related literature. This
Chapter III focuses on the methodology.
Precisely it seeks to identify the subjects
of the study, it furthe~ discusses the
selection of the sample and indicates the
instruments used and how they were developed.
A discussion of the statistical analysis
which was utilized is also included'in this
chapter.
66
3.1. 0 DESIGN OF THE STUDY
This study was conducted using a simple .survey
design where questionnaires,iriterviews"and
observations were used. Specifically, this
study was conducted as a simple survey. As
-. according to John W. Best, this is a:
Method that gathers data from a
relatively large number of cases
at a particular time. It is
concerned with characteristica of
ind{~rduals as individuals. It
is concerned with the generalized
statistics abstracted from a number
of individual cases. It is esse-
ntially_cross~sectional,l
The researcher was concerned with gathering the
available information and reporting it as it is'
in frequencies and percentages. The information
gathered was then described as representative
of those secondary schools. within Bungoma
District of Western Province, Kenya.
The choice of this design was justified on the
grounds that this study was in part to collect,
describe the data and to investigate and establish
the existence of certain relationships amongst
l'Best, W.J. Research in Education, 4th (Ed).
New Delhi: Prentice Hall of India Private Ltd.,
1983, p. 94.
/67
variables identified in the study. Thus the aim of
using the design ~as to satisfy this aspect of th~
study. It was found appropriate since its. use in
research of this type has been strongly supported
in most of the literature on research methods.
3.2 THE 'SUBJECT~
The subjects for this study were 220 chosen from
selected secondary schools in Bungoma District. Amongst
'--' .. -
them, 143 were students drawn from a population of -/-
Form V students, 63 were cla~sroom teachers, 7 teacher-
librarians and ,·headteachers·all from those selected
\ secondary schools in Bongoma District.
~ ••J
3.3.0 THE Sk."1PLE SELECTION
In order that the results could be more conclusive
-many schools in Kenya ought to h~ve been included.
But in reality this was not possible due to the limited
financial resources and other constraints like time
available for research. In total therefore, only
seven secondary schooJsin Bungoma District were
included. The decision to have schools with Form V
classes only was an attempt to have similar schools
as much as possible. Choosing Bungoma District did
not minimise the importance of other districts which
3.3.1
68
could have provided similar results. The choice
was' justified on the grounds of its convenience
and availability of time and resources for
this study.
SELECTION OF THE SCHOOLS
As poi-nted out before, schools with Form V
classes were selected to participate in this
study as a way. of having similar members in the
sample as"much as possible. There are fifteen
government maintained secondary schools in
Bungoma District with Form V classes, spread
allover the district. Four are for girls, ten
are for boys and one is mixed ..
For the consistency of purpose, the researcher
~ensured that at least one or more schools from
,. each of the group - girls, boys and mixed were
. \chosen for the study. The research was
conducted during heavy rain season in Bungoma
District such that some earth roads leading
to a few of these schools became practically
.impassible. schools wh i.chwere considered
among other factors for study were those situated
along passible roads for quick access. Finally,
69.
but not least was the. fact that administrative divi-
-s~tohs:;.....were considered. As much as it was
possible, schools were selected from all the six
administrative divisions save Mt. Elgon Sub-district
and Si r'isi a which had almost imp assLb I.e roads
leading to their respective schools with Form V
classes.
3.3.2 SELECTION OF THE SUBJECTS
---.19 form five· students from the selected classes of
the 'sample of schools {oak part in the st.udy,
Form V students were chosen on the grounds that
they would be mature in age and in school life
~xperiences and thus would portray their attitudes
t- towards use of school library more than other
classes since their senior class Form VI were
very busy doing their Provincial K.A.C.E. Mock
examination. In cases where there· were m8re than
19 students, a random sampling approach was
adopted in ord~r to obtain the maximum n\;.rnber
required per school. According to Kerlinger,
random sampling is:
70
That method of drawing a sample
of a population or universe so
that all possible samples of
size have the same probability
of being selected.2 '
This approach is regarded to be the most practical
and free from being bias.
9 classroom teachers from each of the selected
schools of study were randomly chosen. to participate
in the study. By including these classroom teachers
in "the study, the assumption was that mo re back·-
ground information conc~rning the use of the library
I
faciliti~s wbuld be obt~ined to give a mcre compre-
hensive indepth to the study.
A teacher librarian of each of the sample of the
schools also took part in the study. He/she was
assumed by the researcher to be the basic provider
of detailed information concer~ing the organization,
use and management of school library facilities.
Headteachers of the sample of schools participated
·0 in the study. They had to provide background
information about the school in general, library
2. Kerlinger, F.R. Foundations of Behavioural
Research, 2nd (Ed). New York: Eol. Rhinehart
~nd Winston, Inc., 1973 p. 118-119.
.3.4.0
3.4.1
·0
71
in particu~ar and library finance per se .
IN"STRUt-:ENTATION
The researcher used questionnaires, interviews
and observations to gather the required informa-
tion.
QUESTIONNAIRES
Four re$earch tools were utilized in the study;
-t.he se were:
(1) A/student's questionnaire
(2) A teacher's questionnaire
(3) A teacher-librarian's questionnaire
(4) A headteacher's quest~onnaire
The student's questionnaire was a 17 item tool.
The teacher's questionnaire was a 35 item
instrument divided into two sections. 'l'he
first section was concerned with specific
de~ographic data of the teacher's background.
The other section dealt with the use of library
facilities. The teacher librarian's questionnaire
was a 57 item tool divided into six sections -
General information about the library, Physical
Facilities, Personnel, Library Organization,
3.4.2
<,
>,
"
72
Library Collections and Lib'rary Services
respectively. The headteacher's questionnaire
wai a l~ item instrument divided into three
divisions - General information about the school,
Library facicilities and library finance iespectively.
The items were structured questionnaires which
covered various aspects in the survey. 90% of
them were close ended questions which required
the respondents to tick the answer deemed
honestly correct or suitable. The open ended
questions g~ve respondents more flexibility of
responding and brought out facts required for
the study.
THE INTERVIEW
~ According to John W. Best as regards interview,
he says:
With a skillful interviewer,
the interview is often superior
to o~her data-gathering devices.
One reason is that people are
usually more willing to talk
than to write. After the
interviewer gains rapport, or
establishes a friendly, secure
relationship with the subject,
certain types of confidential
.information may be obtained that
an individual ·might be reluctant
73
to put in writing. The
interviewer can explain more
clearly just what ~nformation
h~ or she wants and can
explain the purpose 0f the
investigation. If the subject
misinterprets the question, the
interviewer may follow it with
a clarifying question. At the
same time he or she may evaluate
the sincerity and insight of the
interviewer.]
The interview method was not an alternative to
the questionnaire but an enrichment. This was
employed by +re researcher for the purposes of
establish{ng rapport with the respondents in
order to monj.tor the reliability of the responses
they made. This also gave the researcher an
opportunity for eliciting just a little more
information from the respondents than what the
questionnaires gave. The interview dealt
almost with same areas covered by the questio-
nnaires. It was more open ended in treatment,
for the respondents responded in more detail.
Further, the interview cl~rified more points
that were not clear to the subjects.
3. Tbid. p. 164-165.
74
·3.4.3 OBSERVATION
As according to John W. Best in regard to
obseryation in research he observes it as a:
Data-gathering device direct
observation may make an
important contribution to
descriptive research. Certain
---;.types of information can best
be obtained through direct 4
examination by the researcher.
I
An obser.vation method was used to observe
various aspects of interest to the researcher
to get tangible and more objective-evidence
of the true picture of library facilities
in the schools surveyed •. The observation
schedule was set out to find whether
schools had facilities like catalogue formats,
tools for classifications, inventories, and
other library facilities and how they are
organized and used.
4. Ibid. p. 158.
3.5.0
3.5.1
75
PROCEDURE "FOR DATA COLLECTION
Authority to conduct res~arch was ohtatned from
the Office of the President. "A letter of
introduction was sent to each shcool selected
for research. The letter stated the intention
of the study, help that would be "required and
the date that the researcher would be visiting
the schools.
-:-> .
ACTUAL ADMINISTRATION
Actual collection of data was done by the
researcher. It was carried out within two
weeks ~nd was completed by the time schools
closed on 30th July, 1986. The researcher
" "
pers6nally delivered to and collec~ed the
duly completed questionnaires from the subjects.
" This was done to ensure full response and return
of all the inquiry forms. The researcher,
during the interview, expl~ined to the subjects
the purpose of the investigation they were par-
ticipating in'to solicit full cooperation and
enlist more important information, which other-
wise would have skipped. They were also rest
assured that the inf6rmation provided was only
76,
\
for the statistical a~alysis and perhaps useful
tool for future library deve Lopmen t Ln our education
system, but not as an evaluationg agent for individuals.
3.6.0 DATA ANALYSIS AND INTERPRETATION
, '
The data collected was analysed statistjcally after
the collection of the inquiry forms. The researcher
used descriptive statistics to analyse them. Items
I
were grouped and tally score~ were done resulting into
frequencies of responses being summed up and then
percentages. were caLcu Lat.e d , In most cases, the
findings were presented in tabular form. The results
I
were then ana~ysed and interpreted.
3.6.1 METHODOLOGY LIMI'rATIONS·
\Methodo!ogy used presented quite a few limitations .
.-First, there was no assured method the researcher
could have used to deteimine the honesty and accuracy
~fthe responses given by the respondents especially
when the researcher noticed significant differences-,
in response about topical items. In short, responses
of questionnaires in some cases hardly tallied with
( --
eithe~ or both interview and observation. Secondly,.'
irelated to this was the time and resources available
for research which prevented thorough investigation.
0,
,
C HAP T E R F 0 U R
DATA ANALYSIS AND RESULTS
/
CODING OF DATA
For the purpose of convinience,. economy and
ease of reference the following codes are
employed in this part of the study:
1. The seven selected secondary.schools for
'the study are coded as follows:
(i) LUK. Lukhuna, Mixed
I
(d i.) TER. Teremi
(iii) LUG. Lugulu Girls
(iv) KAMB. - Kamusinga Boys
(v) BUN. Bungoma
(vi) KAMG. Kamusinga Girls
(vii) NAI. Naitiri
2. The total number of respondents in any
group or sub-group is represented by N.
3. 0 means none
in tables
4. ·1 means have
4.0.0
••.•• '"1.
'
'"
"'.
78
INTRODUCTION
The objective of this chapter is to report
in detail the status of selected secondary
school libraries in Bun~0ma District of
Western Province with regard to the manage-
ment~-organisatio~ and use of their library
facilities both by students and teaching
staff. Eou r thoroughly prepared questionnaires
were issued with ~eparate questions for each
group of respondents, as their inquiry forms
are con t.a Lned in Appendices At B, C and D.
Questionnaire IAI was designed for selected
students in Form V classes. Ii contained
17 questions, basically meant to find ont
their use and regard of their respective
libraries.
Questionnaire IB' was directed to the seven
teachers in charge of each of the library
under:study. They were provided with 57
questions, factual in n~ture in six sections
4.1.0
79
namely g~neral information about the library,
physical. facilities, personnel, library
organisation, library collections and
library services.
Questionnaire IC' was directed to the Headteachers.
It-contained 12 questions in three sections
namely general information about the school,
library facilities and library budget .
...,
Questionnaire ID' was directed to 63 teachers,
nine fr6m each of the selected seven secondary
schools, excluding headteachers and teacher-
librarians. It contained 35 questions in two
sections namely general information about
the teachers and library use.
For the purpose of analysis and interpretation,
the results are in some cases reported in
tabular forms, and each table is accompanied
by a summary of data collected.
GENERAL INFORMATION ABOUT 'rHE SCHOOLS
Out of seven schools surveyed, two are girls'
secondary schools (28.6%) namely Luq ..and
""
80
and Kamg. schools, four are boys secondary
schools (57.1%) namely Friends Kamb., Nai.
. \
and Ter. and finally one is a mixed school
r
(14.3%), this is Luk. The schools-are
dra'Vv'TIfrom four Administrative divisions
of Bungoma District namely Tongaren Division
,\
co~prising of Luk. and Nai. schools, Kimilili
tDivision comprising of Kamg. and Ter. schools,
Webuye Division comprising of Lug. Girls and
Kanduyi Divi~,ion comprising of Bun. secondary
- school. From these seven schools. surveyed,
Friends Kamb., Lug. Girls and Bun secondary
/1 '
schools are the ,oldest high schools with
well established form V ?-ndVI physical
facilities for the last fifteen years and
over. Nai became a high school eight years
\
ago, and the remaining schools - Kamg. Girls,
Luk. Mixed and Ter. each of them got the Form
V class this year 1985. As it will be shown in
Table I, girls schools are all headed by female
\ -heads and boys schools are headed by male heads,
all of whom are within close age-range i e.
39 to 44 years.
('
81
. (
)
\
Apart from Bun. and Nai. secondary schools
which are· government managed schools, the
r~st are managed by various christian re1i-
gious bodies - Religious Society of Friends
manages Kamb. Boys, Lug. Girls and Ter., \,
/ Church of the Province of Kenya manages Kamg.
Girls and the Roman Catholic manages Luk. Mixed.
Despite the fact the five named sChools,have
.strong religious background and affiliations,
they are all fully supported by the government
I. -
wi th public funds like other public schoo.;s in
.\
~- the Republic. Table I is a s~~ary of general
/ . I
\.
\
/
/" ,
I•.:4 '" ... :,..
TABLE I: NUMBER OF STREAMS, ENROL~£NT, BOARDING OR DAY h~D BOARDING AND ~~NAGEMENT .
I -r ! .- .,~- ! ! , HANAGEHENJ! SCHOOL HEADTEACHERS I NUt,mER OF TOlrAL AVER1\GE BOARDING BOARDINGI STREAMS ENROLHENT ANDr DAYSEX AGE I BOYS~GIRLSIMIXED ----JI I I I 10 .0 i I II LUKHUNA MALE I 42 10 460 46 0 1 CATHOLICS !I I !I I I. I II
.1I 0 ..0 ILUGULU I FEMALE 39 15 500 35 1 -0 I FRIENDSiI IL 1
I i t I !I II IKAHUSINGA G. FEMALE 40 0 7 0 ··330 47 1 ·0 C.P.K,
I
I
Ir(\J I0) '1 : I!I BUNGOMJ\ MALE 10 12 0 -0· 590 47 1 '0 D.E.B.I -,r· I II I
/.I KAMUSINGA B. HALE '14 16
0- ·0 613 38 1 '0 FRIENDS
~
.lI NAITIRI MALE . 9 0 0 400 44 , 1 0 D.E.B.-~.
.'TEREMI MALE 44 7 0 0 258 37 .- 0 0 FRIENDS
83
4.2.0 SUBJECTS OFFERED IN THE SELECTED SCHOOLS
Tne subjects o£fered in school~ selected
are as stipulated by the MinistrY'of Education,
Science and Technology. Apart. from the core
subjects on the school curri.cuLum for secondary
schools in Kenya namely Mathematics, Languages~
English/Kiswahili, Physical Sciences e.t.c.,
which are taught in all schools in Keriy'a and
there-fore in the selected secondar.y schools,
-t.heother subjects· are heterogenous in their
existenc~ in the various schools studied.
schools surveyed, a total of 20 subjects are
However, it was reported that from seven
taught as Table 2 below illustrates.
TABLE 2 : SUBJECTS FOUND IN THE RESEARCH SCHOOLS
N = 7
1I. Mathematics II. Commerce
2. English Language 12. Physical Education
3. Lugha Ya Kiswahili 13. Drawing and Design
4. Hist.ory 14. Agriculture
'- 5. Geography 15. Chemistry
6. Christian Religious 16. Biology
Education 17. Physics I7. Social Ethics 18. Literature in II"' 8. Home Science English I9 . Business Education 19. Fasihi Ya 1<: iSVl2hi Ii
10. Economics 20. General Paper !!-_ .•.._---
-.: I
I I
84
(
I
From the drawn list of subjects taught in'.2.
selected secondary schools in the p~eceeding
page, it is obviously observed that a lot of
~esources i~ terms of teaching and learning
\
-to enable both the teacher and the student to
maximisethe teaching and learning situations
are required.
.'
4.3.0 BOOKS IN USE FOR TEACHING
"i .
,
The total number of books in use by the
teachers who responded is 562. On average,
-, each teacher has about 9 books for his teaching
tasks.
(
The following Table 3 is a srumnary of the
-)
books being used by teachers according to
subjects offe~ed in the schools as shown
in Table 2.
/
,
""---
.,.
- /
'-
85
TABLE 3: Sm1MARYOF THE TITLES OF BOOKSBEING USED
BY TEACHERSACCORDINGTO SUBJECTS OFFERED
N = TOTAL -
- - - ..
SUBJECTS NO.OF BOOKS % SUBJECTS " " LU!>1BEROF BOOKS
N = 20 N = 562 N=lOO % -1.
Mathematics . 36 6.4 Commerce 8 1.4.
English Language 43 7.7 Physical 3 0.5 "
- Education
Lugha Ya 56 10.0 -Ki swahi.Li, Drawing and 0 0.0, "Design .--..-- ""
History 51 9.1 -
Agriculture 7 1.2
Geogr3.phy , 108 19.2
- ' Cherni.s t r'y 35 6.2
C.R.E. 45 8.0- ,-- Biology - 25 4.4
Soc.i a.L Ethics 4 0.7 ,
Physics 28 5.0
HomeScience " , 6 1.1
Literature in 44 7.8
Business 12 2.1 English
Education , Fasihi ya 19 3.4
Economics 32 5.7 Kiswahili
, - General Paper 0 0.0 i", , I
This brief summary does refelct the scantiness of the library books
availabe to the teachers. Some subjects apart from the syllabuses,
schemes of work and workshops or conferences' handouts from either
-ilie Inspectorate or Kenya Institute of Education which are available
in schools, they otherwise operate on bare lists of books. Among
Ithose s ub j e ct.s that are badly affected are Drawing and Design,
~neral Paper I Physical Ed-qcation and Social "Ethics."
-,
/7
86
. ~
TABLE 4: SUFFICIENCY OF BOOKS IN TEfu~S OF
CONTENT QUALITY.
N ='62
NO. OF PERCENTAGE
TEACHERS
Yes 45 72.6%
No 17 27.4%
TOTAL 62 100
----.
From the percentage 72.6% reflected herej there
is a clear indication that the available books
, .
in use by the teach~!s for their instructional
programmes are s~fficient in terms of content
quality. The 27.4% of the respondents who found
-the books they used being insufficient in terms
of content quality refelcts the paucity of a
variety of titles in the school libraries in the
affected disciplines.
TABLE 5: SUFFICIENCY OF BOOKS IN TERHS OF
COMPREHENSIVENESS
N = 63
NUMBER OF
/ TEACHERS PERCENTAGES
Yes 46 73%.
No 17· 27%
6~ 100% I.
4.4.0
,.
\ 87 .
From the percentage 7,3% r-ef Le c't.e'dhere, illustrates
the adequacy in comprehensiveness of th_e available
books in use in the selected secondary schools.
The 27% ~f the books being graded as insufficient
in terms of comprehensiveness is a s.LqnaL to the
respective sch?o~ library personnel and others
responsible in library book selection to review
their policy such that the libraries attempt
1 .
fothrightly.to cafer for this weakness that has
'certainly inflicted on their reputation. In any
·case, in the~e days of financial constraints and
inflation. very few schools can afford to have all
that they need.
....,
LIBRARY PHYSICAL FACILITIES
A school library basically consists of a building,,
the personnel, the resources and library programmes.
In the study, it was found out that 100% of the
selected schools had at least a building designated
as a schooi library with books serving the whole
school population. _.Kamg.Girls, Lug. Bun. r
Nai. and Friends Ramb. or 71.4% of the sample
have centr~lized and purpose built libraries.
88
Luk. and Ter. or 28.6% of the sample have class
'libraries and 'former staffroom respectively as
,their school libraries. Schools with purpose
built libraries are moderately (85.7%) equipped
~with books and sitting capacity of at least 10%
of the total school pupulation at one-given
sitting, whereas the 28.6% of those schools with
f' .
converted rooms into libraries are unable to sit
even one full class at a given sitting •
.
All tthe seven schools visited, that is 100% have
book she Lves in their libraries.· Only one school
or l4~3% - Luk. Mixed School has no adequate chairs
or forms in the library for library users to sit
on .. Luq: , Girls and Kamg.Girls or 28.6% of the
sample had card catalogue in their libraries.
Ter. i ..·.. Kam. Gir Is, Luk. Mixed. and Lug. Girls
or 57.1% of the sample had no charging desk or
table in their libraries. Table 6 is a summary
')
of the physical facilitjes found in the libraries
amongst the sample schools.
89
- -
ILIBRARyIDISCHA-1 -/MAGA-
SCHOOL L1BRARY SEATING ICATALO-IRGING ISHEL- BULLETINI ZINE
\ ROOM CAPACIT" GUE DESK VES BOARDS RACK... . I
, ..- -.
LUKHUNA 1 30 I' 0 1 0 1
LUGULU 1 100 1. I 1 1 1,
-
1 15 ·1 0 1 . 1 1KAMUSINGA G. .
/
BUNGOMA 1 35 0 1 1 1 0'._---- ,
KAMUSINGA._.B~: 1 95 0 0 1 1 1
0 1- 1 I ,NAITIRI I 70 0--.-- -
TEREMI I 40 1 - 0 1 I I------ ,7=10C ,,---;
TOTAL 7=100% 4=57.1% 2.=2~.6%1 % 6=85.7% 6=85.7%
TABLE 6: LIBRARY PHYSICAL FACILITIES
From Table 6 it will be observed that 4 or 57.1% of the schools
'havelibrary catalogue. - One or 14.3% used a manual book
catalogue wh i.ch 1S also used as an acce ssi.on reqLst.er , Only
2 or 28.6% ..of the sample used a charging and discharging desk.
r or 85.7% have bulletin boards in their libraries.
'HEFINANCE •.
he'library budget varied from school to school. For the
ear 1985/86 Luk. -, and Bun. or'28.6~ had budgeted more
han shillings 10,000/-, Lug: or 14.3% -had budgeted between
illings 5,000/- to 10,000/-1 2 or 28.6% had between
i1lings 1,000/- to 5,000/- only and 2 or 28.6% had budgeted
I-,
'. \
90
for less than shillings 1,000}- for the library.
TABLE 7: 1985/86 LIBRARY BUDGET
N = 7
1985/86· BUDGET (SHS) SCHOOL PERCENTAGE. . .
,-
SHS. 10,000/- + LUKHUNA 28.6- BUNGOMA
- - . -----
SHS. 5,000/~~~10,OOO/- LUGULU 14.3
- ..
SHS. 1,000/- - 5,000/- TEREMI
/
42.9j .' KAMUSINGA BOYS
I I. KAMUSINGA GIRLS
-
SHS. LESS THAN 1,000/- NAITIRI 14.3
-
l N = 7 100%j It
~r, 1Bun-". secondary school had held a Harambee Walk to raise t
{..funds to buy books last year 1985, and it was able to
raise over shillings 50,000/- of which the school has
bought several new titles for- the library. LU9~ Girls had
similar attempts but of different approach. The
Headmistress organised a Hararnbee on Libary book
donation from parents, friends and Lugulu Old Girls
Association of which a few copies were realised.
-.
\ .
91
The 8:4:4 education system preparation allover
-certain received priority over the continui ty of
/- r the venture.
\
Luk: Headmaster told me when I interviewed him
that for the year 1986/87 his schoo~ library
budget bad been boosted to over Shs. 100,000/-
of which 80,000/- will be utilized for building
a new purpose library and the 20,000/- would be
used for physical equipment.
NaL.
,
had exhausted their library funds for
1984/85 to 1985/86 by building a new purpose built
library which is almost operational now. All
the headteachers I interviewed ori~ibrary funds
complained that they had no regular source of
~ funds for the library nor is there any clear
"- . i policy on library funds in the Ministry of Education,
Science and Technology. They also expressed the
need for guidance on how to run and organise
school libraries. As it will be dis~uss~d in
"Library Personnel" Section, teacher-librarians
appointed by heads had no knowledge about
organization of their respective libraries neither
do their full-time library assistants have i~.
- ,
Go
4.6.0
),
/ "
-,..
92~
THL LIBRARY COLLECTIONS
These are resources, both "book and non-book
which are held by the library £or the
service of its clientele. Information on
library collections was provided to the
research~r by teacher-librarians through
their questionnaire in Appendix B. The~
coli~btions ~i the seven libraries are
\
,summarised in Table 8.
l
\.
-Six,or 85.7% of the schools surveyed have
a thousand or more books in their libraries
Lug., Kamb., Luk. and Kamg. have substantial
holdings of at least five thousand or more
books, 4 (57.1%) could afford to buy new'
,
.books in 1985 and_3 (42.9%) boug~t new books
in 1986.
\
)
, 0
, .
93
TABLE 8:
THE LIBRARY STOCK AND THE 1985 AND 1986 BOOKS
ACQUISITIONS
N = 7
--.. BOUGHT BOUGHT-'
SCHOOL STOCK IN 1985 IN 1986
-
LUK. 5,000 50-100 8,000
-
LtJG. ._'-- 9,000 0 . 0, s:
KAMG. 5,655 0 - 1-50
BUN. 3,500 800 800
I -,
KAMB. 7,000 . 1-50 0"
TER. 1,000 1-50 0
NAI. 600 0 0
N = 7
4.6.1 NON-BOOK MEDIA
As ~art and parcel of the library collections
all schools surveyed have various non-book
materials used in the teaching and learning of
various subjects. Table 9 ShO\'lSthe type of
non-book materials that are available in the
I
I/ sample schools surveyed. In the table, schools
surveyed have scanty, non-book resources for
/
4.6.2
94
example 3 (42.9%) have globes, all (100%)
have maps, 1 (14.3%) has charts and none of the
sample schools .has transpancies, films or
.slides except 1.(14.3%) has other types of
resources - tapes.
TABLE 9:
.NON-BOOK MEDIA AVAILABLE IN THE SCHOOLS
N = 7
SCHOOL GLOBES ~..APS CHARTS T/Pl\RANCIES !SLIDES ETC
TER. 1 1 1 0 " 0 TapeE
KAMG. 0 1 0 0
I
0 0-
LUK. 1 1 0 0 0 0
BUN. -, 0, 1 0 0 0 0
\
KAMB - 0- 1 0 0 0 0
NAI. 0 1 0 0 0 0\.
LUG. 1 1 0 0 0 0
---
28.6%
,
100% 14.3%
1
100
%
100% 14.30::N = 7 None
I None ,I
REFERENCE BOOKS
All schools surveyed had some reference books for both
teachers and students. Lug., Bun., Kamb. and I~amg.
or 57.1% have separate section for "Reference Books"
95
...
and the rest of the schools surv~yed had set aside
a special shelf for reference books of various
subjects namely complete sets of encyclopedia -
Britannica and Arnericanna, Dictionaries, Directo-
r :
-')' .
rJ-es, Biographies, Handbogks and Manuals,' Year
, .
books and Almanacs, and Maps, Atlases and Globes.
The table shows the distribution of these
reference materials in each school.
TABLE 10:
/
REFERENCE BOOKS
"
ALM HB-SET/S OF DICTIO- DIRECTO- BIOGRA- & &
SCHOOL'ENCYCLOPEDIA NARIES RIES .PHIES YR.BKS. MAN.
-
LUK 0 ':,-!..:",c 1 0 0 0 0
\
LUG. 1 1 ,1 / 0 0 0'.
KAMG. 1 , 1 f 1 0 1 1
"-
BUN. 1 1 1 0 1 1
<
KAME. 1 1 -0 1 0 0
-
- -NAI. f 0 - 1 0 0 0 0
-
j 1 1TER. 0 1 1 1
'. I'.
_. i'
6.4.3
0,
, .
96
Ter.- ,.has the widest spectrum of reference
books, that is 100%, but the rest of the
school:::.surveyed have occaslonal types
. ..
namely Luk ,1 Lug., Bun. and Kamb. have each
three types of reference books, t~ugh sets
of encyclopedia, biographles, Yearbooks and
\
Haridb ook s found in these 'schools are all
outdated and -were donated to them as discarded
materials by the British Cciuncil Library -
Kisumu Branch.
YlliGAZINES AND NEWSPAPERS
Magazines and newspapers form a very important
collection of a school library. They are
pasic - and up-to-date current sources of
information namely the daily newspapers which
report current news within the shortest time
possible. Table 11 is a summary of magazines,
Newspapers and Dailies subscribed to by the
schools.
r
97
TABLE 11: , ..
~ffiGAZINESAND NEWSPAPERS
SCHOOL NUMBER OF NUMBER OF
N = 7 MAGAZINES NEWSPAPERS
c 5
-.•..•
LUKHUNA 0
LUGULU 2 .- 5
KAMUSINGA G. 0 - 2 -
,
BUNGOHA -. - 1 1 .·0
KAMUSINGA B. 3 4
NAITIRI· 0 2 -
./ ~.
TEREMI 6 5
N = 7 N = 12 N = 28
r
4 or 51.1% of the schools surveyed subscribe to
magazines and all or 100% of the schools surveyed
subscribe to newspapers of various titles. The
teacher-librarians who provided this information
to the researcher complained that their respective
schools subscribe least to either magazines or
newspapers because of lack of enough funds to pay
for subscription. As it will be shown in Table 12,
the list of magazines and Newspapers titles found
in various schools st.udLod , receive some of them
/.freely from various firms, ministries and donors
_ J
-,
98
simply because they cannot afford their buying
costs.
TABLE 12:
MAGAZINES AND NEWSPAPERS FOUND IN THE RESEARCH SCHOOLS
?
MAGAZINES NEWSPAPERS
- ,1.. Weekly Review 1 . Daily Nation.
2. Drum --'--. 2 . The Standard.- .
- -3. Viva 3. Kenya Times·
,
4. Women Mirror 4. Taifa Leo
-
5. Step .' 5. Kenya Leo
6. Kenya Today ~ 6 .: Guardian
..
7. Farmer 7 . Sunday Observer
~
8. Men Only 8. Financial Times
9. Economist
.
10. Discovery ~., -
11. News Week
, -
12. True Love
13. New York Times.-:
14. Africa --
15. Readers Digest
16. Science Magazine ~
. . ..
.:
I
. I!'\
ti
!.
4.6.4
99
-
BUILDING OF LIBRARY COLLECTIONS'
.Al,1the sample schools get library books from.
various sources namely bookshops, book donors,
gifts, Ha.rambe e basis, Kenya School Equipment
Scheme etc. The table below ,is a summary of
sources whereby libraries of sample schools
J
receive their collections.
TABLE 13:
/.
SOURCES OF LIBRARY COLLECTIONS
.BOOK- BOOK
IGIFTS
:HARA
fSCHOOL SELLERS % DONORS % % !MBEE 2,.0I
100 85.7 1,4. , 28.6TEREI.,lI 1 1 1 0 ,
KAMUSINGA G. l' 0 I 1 0I
1 1 0 iLUKHUNA· 0, ,
BUNGOMA 1 1 0 1,
KAMUSINGA B. 1 1 0 1
I~
NAITIRI 1 1 0 I 1LUGULU 1 1 0 1I, I
, N = 7 I
lOa
As indicated above, 7'or 100% ·of sample schools
buy their books from bookshops, 43% receive the
I
library stock from book donors, 14.3% receive
from gifts and 28.6% from Harambee basis to build
up their library_stock. Amongst book donors are
the British Council library at Kisumu and ~enya
National Library Services at Eldoret and Kakamega
and Kenya Ins~itute of Education Library. Lug.
and Bun._~t different months and dates last year
19?5 organised Hararnb~e Day for Book Donation of
which each of them received a large sum of money
~ and books for their libraries. Without any exception,
all the schools or 100% of.sample schools suffer
from chronic ~hortageof library books as the
sources of supply are inadequate and idefinite.
4.7.0 PERSONNEL
The researcher was provided with information regarding
school library personnel by the teacher-librarians
of the sample schools in their inquiry forms,
., Section III."Personnel" questions 10-22 .
Tables l4a and 14b give a summary of the information
on library personnel involved., Table 14a shows the
professional and academic qualifications, duration of
101
"-library course taken, experience and hour~ of work
per week of the teacher-librarians, table l4b gives
,
-, similar information about the full time library
_.>-:. I
- assistants and table l4c shows the presence of"
schools' library prefects. "-
- - r
TABLE l4a:
"
INFORMATION ABOUT TEACHER-LIBRARIANS-,--~, - , --
-- I !
\ I I HRSPROFESSIONAL 'ACADEMIC DURATION OF I EXPERI-QUALIFICATIONS QUlLIFI-- LIBRARY ENCE PER
HOOL CATIONS COURSE I WEEK t:'l
-- - I- ~-- I l.~EMI. Graduate _'I'e ach e n :3.Ed. 0 2 yrs 6 i" .
f
L
MSUINGA G. " " B.Ed. 0 2 yrs 8 tr'- i-~GOMA " " B.Ed. 2 weeks 5 yrs 2
,
, -
KRONA Dip. Education "A"Level 4 we eks 2 yrs 6
, -
mSINGA B. Graduate Teacher B.Ed. 2 weeks 2 yrs to
-,- 7 100%
"A"Level 2 years 3 months 7TIRI Dip. Education
rULU Dip. Educat.ion "O"Level o 8 y r s 7
100% 43% 100% 100%
-~--------~----------------+-----------~--------------~----------~--~(
;:~:)
IIi :
f;
\.
\
102
/' .
In table 14'a, all or 100% of .samp l.e schoo ls
have at least a teacher-librarian with
various library background experiences. I
-All of them have had wor k i.nq experiences
in school libraries ranging from 3'months
to 8 years old. All of them or 100% are
qualified teachers with sound academic
qualif;Lcations of which 4 (57.1%)..are-~.~
graduate teachers first degree holders and
3 (43%) are Diploma 'I'e aohe rs with "0"
and "A" a(;a~emic qualifications. All (100%)
of the teac~er librarians devote part of
teaching load time in t~e library carrying
out various library tasks.
-
- 103 -
,
'\ .
".. -. -
TABLE 14b
-INFORMATION ABOUT LIBRARY ASSISTANTS
ILIBRA-
RY
:ASSIST-
ANTS
PROFE-
SSIONAL
QUALIFI-
CATIONS
ACADE-
MIC
QUALIFI-
CATIONS
i
'COURSE EXPE-
IATTENDED!RIENCE
I I
HRS
'~ORKEDSCHOOL
-0 /
DIV.III. '0' I
.Lev e L I,
-- ..
DIV.III. '0', Lev.e L
Nil -t-..nrv. IV & III,
'0' Level- "
o o .0 oTEREMI - 0
402 yrs1 ooKAMUSINGA G.
,·
·
~,
,
:
f-
I-
t
:
,
,,
,
IIi•tr
I
ft
t
~
;r
i-
II
!
••
I
r
• j
403 yrs1 ooBUNGOMA
,o Nil oo o "LUKHUNA
402 yrs2 oKAMUSINGA B. o
I 0NAITIRI 0 0
<,
,
LUGULU 1 Nil DIV.III . '0"
,-Level
. . - .. - . \- ,
-
N = 7 4=57% 7=100% -4=57%
Nil
Nil oo
-401 yro
7=100%
Nil
/
In Table 14b, 4 or 57.1% have Library Assi~tants with
"0" level certificates as their academic qualifications
but without any professional qualification and course
attended. They have worked in their respective libraries
/
104
for various iength of time ranging from one year
to three years. The four Library Assistants devote
similar working hours in the library/per ,week.
/ /
TABLE 14c:
INFO~~TION ABOUT LIBRARY PREFECTS
SCHOOL PREFECTS HOURS WORK
PER WEEK-
..-~-TEREHI -3 6
KAMUSINGA G. 1 8-
BUNGOHA 2 - 10
;
0"
(-
LUKHUNA 2 8
-KAHUSINGA B 2 6
NAITIRI . 2 5~
.:
LUGULU 3 6-
N = 7 100%
,
Table 14c shows that all the 7 or 100% of sample
schools have school library prefects who'do assist
the library assistants and the teacher librarian.
As it will be observed later, they assist the users
to utilize the library resour~es and hence they are
.~.
useful at odd times like prep time in the evening,
"105
/
weekends and puhlic holidays in the absence of
the teacher librarian and library assistants.
, I Both headteachers and teacher-librarians expressed
their concern~d fear about library losses caused
",'
by the use/of their school prefects. They all
-agreed that the usefulness of their services
- I
-overrules their fears. Lugulu Headmistress had
started to close the library from use at 5.00
p.m.,as soop as the library assistant closes her
normal working hours. The schoo~ community
- I.
opposed her ~ove and the usual practice was,
restored with more tig~t security devices to
overcome/the increased losses.
4.8.0 LIBRARY ORGANISATION /'
(The researcher studied how the sample schools
i
select; acquire, cata~ogue, and classify books
in the libraries in order to se.rve the clientele
library. The information conce.r;ningthis section,
was provided to the researcher by the teacher-
librarians in their questionnaire forms, section
IV - ItLibrary Organisationlt, questions 23-32
and 35.
/----. /'
( .
4.8.1
"
106
SELECTION
In the seven schools ~tudied, selection of
library books and other resources was done
- in many different ways namely selecting from
a comprehensive list 6f reco~~ended books sent
I-to all seco~dary sChOOls, "' the country by·
the Ministry of Education, Science and
Technology (Inspectorate). Since 'the list
is not exhaustive enough and also the supply
done by the Kenya Schoo~s Equipment Scheme is
inadequate, other devices for selection are
developed to meet the requirements of individual
}
-schools' needs. Consequently~ therefore,
teachers suggest other titles to school heads
\ (
, to buy as either core or supplementary books
in various disciplines. Usually teachers consult
publishers catalogues, Inspectorate's Circulars
, .
or suggested bibliographies in other textbooks.
Although selection of books may be influenced
by individual school's needs the deciding factor
is the availability of funds which are usually
f
scarce. The researcher was told from his
interviewees mainly the headteachers and teacher-
librarians, that a comprehensive list of
recommended library books is compiled by subject
4.8.2
107
\ .
heads which in turn is given·to students to buy
themselves. In this waYr sc~ool libr~r¥ stocks
have swollen in numbers although with multiple
'similar copies. These books arp. surrendered to
the students on completion of their schooling.
CLASSIFICATION
In this study 4 or 57% of the schools surveyed
'~,
classified their books according to broad subject
areas'treated, for example all books on one
subject ar~ grouped together in one shelf and if
J
the subject. is further subdivided into divisions
namel~ Mathematics, all books on mathematics are
put together in those respective divisions of
.mathematics such that books on Arithmetic are
shelved together, Algebra the same and Geometry
in the same way so that they appear in shelf
marked Mathematics. This method appeared adequate
- both to-the library staff and users because the
.
students had no difficulty in locating the type
of books they wanted simply becasue the stock
in'all schools is small. 3.(43%) of the schools
I
studied used Dewey Decimal classification Scheme
although only one of the teacher-librarians knew
1o_8 .
1-
-the existence of.various classification schemes
available to librarians today. This were the
teacher-librarians at Naitiri School. The four
teacher-libririans expressed alot of interest
in knowing how to classify and cat aloque books
because they felt that this is necessary as they
were gradually acquiring more stock that may
be difficult to organise in the near future
using the present system. Table 15 gives a.-. .--.
summary of the information regarding classifi-
cation of librLry stock.
r
- c
TABLE 15:
TYPES OF CLASSIFICATION FOLLOWED
~
SCHOOL BROAD SUBJECT AREA DEWEY DECIMAL
CLASSIFICATION % CLASSIFICATION, %
N = 7 - 57% 43%
"'--./
>
-
'JI'EREMI 1 .- 0
KAMUSINGA G. 1 0
LUKHUNA 1 0
BUNGOMA 1 I 0
KAMUSINGA B. 0 - / 1
NAITIRI 0 1
-.
LUGULU '- 0 1
--
4.8. 3
"
109
LIBRARY CATALOGUING
. .
4 or 57% of the schools surveyed fully catalogued
r
their library b?oks, one (14.3%) partly
catalogued the library holdings and 2 or
-28.6% did not at all catalogue their library-,
stock. Kamg. Girls, Lug. Girls and Bun. Boys
used card catalogue with Author/Title catalogue
.and subject catalogue cabinets for housing them.- .
Ter and Luk. used a form of book catalogue...• -";.;' "- -'., .
which was also the accession regist.:.er.Books
are entered according to subjects following
each other as they come. Each page is left
.for a subject title so that all new titles
on a'given subject are entered as they are
received - denoting the author, title, publisher,
date of publication and that in which it was
received, the ~rice and then it is given a
number with the prefix being the letter beginning
the subject and accession numbe r for the book.
The teacher librarians whose libraries used....
book catalogue told the researcher that they
did not experienCe any prdblem since their
library stock is small and hardly do the
c.Ld.errteLe consult the catalogue after all.
-c.
, "
_:110
The method aceordingly assists them in
controlling losses and preparing inventory
, ...~ reports. Table 16 is a summary ~f the
information regarding cataloguing of library
stDck in sample schools.
TABLE 16:
'TYPES OF CATALOGUING FOLLOWED
-.~ .--;. ,
ICARD BOOK
ALL PART N/A CAT.1\.-CATA-
SCHOOL CATALOGUED CATALOGUED CATALOGUEDlLOGUE LOGUE
-
.'
N 7 4=
- -TEREMI L 0 . ; 0 0 1
r
KAMUSINGA G. 1 0 0 1 0- I -LUKHUNA 1 0 -0 -' 1
~UNGOMA <, 1 0 0 1 0~- /.
J<AMUSINGA B. 0 0 ,- 1 0 0 ,
,NAITIRI 0 0 1 0 - 0 I-
LUGULU 1 - 10
"
, 0
- j/
'. ' 4=57% 1=14,,3% 2=28.6% 13=43% 2=28.6,.%- i
ik
111
;'
On closer exam~ntion, the researcher noticed
.t.hat; Kainb. Boys which currently does not
catalogue its stock had untll 1975 been
,cataloguing it using an abridged edition of
_ Dewey Decimal Classification 5~heme. Apparently
-the researcher believes that the then teacher-
librarian may have been a trained librarian
, and possibl¥ an expatriate whose untrained
predecessors have not sustained his/her practice.0_-
-0 ••
I' .r .
4.8.4 INVENTORY ANI ANNUAL REPORTS
l
4 or 57% of the sample schools studied, carried
out t.he Lnve.nt.o ry of school library co l l.ec t Lons
-
~ regularly ranging from termly to annuall~
and 3 or 43% did it at irregular intervals
'ranging from weekly, monthly and termly to
annually. Similar number of schools or
percentage - note that different schools
compiled annual library reports to the school
headteachers yet others did not. All (100%)
"~: the schools surveyed experienced loss of library
·0
books and journals ranging from 3 to 80 books
annually i~per 1985 recordi. Table 17 gives. ~ r
a swnmarised information concerning school
library collection inventory, annual report
;'
112
to the headteachers and annual .report of library
losses.
- /
TABLE 17:
INVENTORY COLLECTIONS AND REPORTS OF THE LIBRARY
SCHOOL
, . I TIME FOR AL""JNUAL ANNUAL
. INVENTORY j INVEN'.rOR_Y-+-_RE_P_O_R_'I_'-+-- L_O_S_S_E_S_--I
REGU- IRRE- . -
LAR GULAR I
,
N" = 7
'----'---"--+---+---1----1----+----+
3=43f 5 =---------~.~~------~------~
'IEREMI
KAMUSINGA G.
LUKHUNA
BUNGOMA
KAMUSINGA B.
NAITIRI
LUGULU
4.8. 5
4=57%
--- -..
1
1
o
o
o
1
1
LIBRARY SERVICES
o 1
1
1
o
o
'0
1
4=57%
. ,
3
20
50
10
15
80
60
7=100%
IEVERY TWO i
ItillEKS
TERMLY
I ,Al'JNUALLY
o
o
DAILY
.ANNUALLY
o
1
1
1
o
o
-,
Among other purposes of establishing a school
71%
library is to provide services to both students
and teachers so that they can maximis~ the use
-
of the available facilities a~ much as possible
·,
113
for the purpose of teaching and learning.
(
The'researcher used two questio~naires - Teacher's
Questionnaire Appendix D questions 26-35 and
Teacher-librarian Questionnaire Appendix B Section
VI-Library Services to find out ho~ teachers and
students do benefit from the services provided by
the library.
j- '-~ -';> .
The researcher was told in all schools surveyed which
have library assistants that their libraries are
/
opened as from 8.00 a.m~o 5.00 p.m. weekdays and
\9.00a.m~ to. lunch time during weekends and public
holidays. :The full-time library assistants work
for 8 working hours for five days and other extra
hours the library is opened, is in the handi of
school li~rary prefects under the supervision of~
the teacher-librarian. Those libraries' that do
not have full-time library assistants, the
libraries' opening hours are regulated by the free
time from the school time table of the ~eacher
librarians and also during long breaks and prep-
time when the library prefects can afford to provide
the services to ~he users .
.
./
--
114
\'
5 or 71% of 'the schools studied have official
encouragement for students to use library faci-
lities or services available. Some of the
official encouragements are: giving students
assLqnrnerrt.s which require Li.b.rary search of
information, using the library all.the free
time o"n the timetable, and all-library classes to
. ;'
»
All (100%) of the sample schools have at least
a system of issuing and returning of library
books as i( is shown in Ta-ble"18.2 or 28.6%
.-
of the schools studied have reserve collections an~
"with suggested ways of using it like using it
within the given period of 6 hours, overnight
res~ectively. All (100%) of the schools surveyed
have circulation policy reg~rding the use of
,
different library collections as it is summarised
in Table 19.
115
, ,
,TABLE 18:
SYSTEM OF ISSUING AND RETURNING 0F BOOKS
c, I 'OTHER!
SCHOOL N~R BC IBROWNE SYSTEH TICKET BOOK I I .S ISYSTE-:, . MS
N = 7 t----I ,; , --/
TER. '-1 0 . 0 ~ 0 0 0
-,
KAMG. -0 0 , 1 0 0 0~- 1LUK. 0 0 0 0 0--- ..~I.i.
0 0 0BUN. 0 1
"
0
I
KAMB. 0 0 ! 0 - 0 0 1 I,~.\ -0 0 0NAI. 0 0 i 0 .'~
LUG. 0 0 0 1 o 0-
-.
tL=lA.3!f;11=1.4.3% 1=14.3% 1=14.3% 0 12~28.61,
TABLE 19:
o'6
CIRCULATION POLICY REGARDING LIBRARY COLLECTIONS
REFERENCE
SCHOOL .MATERIALS
FICTION & !MAGAZINES
NONrFICTION'N/PAPERS
& ! SHORTLOANI OTHER 'I MATERIALSl MATERIALS
2 weeks o
"
1 BK.
TER. 6 Hrs.
IBK.
KAMG. 12 Hrs.
IBK.
LUK. 2 Hrs. \II
2 weeks
ALLOWEDBUN. 4 days
1 Day
Not
Allowed -
Read in
Library
KAMB.
NAI.
LUG.
2 weeks
I 0
the I Read in
only Library
3 hours
Read in
Library o
It II o
Not allowed 12 hours o
II II o
o
o
Not allowed Not allowed
~--------~----~'----~ . -J , ~ ~ _
Read in
Library
Not allowed
Read in
Library
Read in
Libary
/
.-------_.
0,
116
In Table 19, a11 or 100%. Of the schools
,
surveyed have circulation policy regarding
library collection varyin~ fr?m one another. 4
br 57% of the schools allow their reference
-materials to be borrowed outside the library
by students and staff members, 5 or 71% do
(allow fiction' and no~-fi('tion 'books to be
/
borrowed out for at least 4 or more days, 1
or 14 _.35~; of the schools studied allows its
magazines and newspapers to be borrowed out for
at least a maximum period of 3 hours and finally
'2 or 28.6% of the schools allow short loan
materials to be borrowed outside the library
for a maximum period of 12 hours only.
Another interesting area the researcher notices
is the varying degrees of rating the library
services by the clientele themselves. The
variation is due to different services offered
in' schools studied. Table 20 is a summary of
information gathered from the respondents in
their questionnaires - students and teachers
,as regards library services. The grade is
overall to each group.
117
TlillLE20:
OVERALL RATING OF LIBRARY SERVICES
, I ,I , I- .. II! ISERVICES STUDENTS i'TEACHERS OVERALL . TOTAL HIGHEST o "-0. !
A B C D A B C D A B ·CI D
ILIBRARY I.COLLECTIONE 15 44 54 25 0 10 Ie 15 15 54 72 40 .181 39.8%- ,- ,
,.,
/L.:BRARY
34 72 53 171 42.1% ,FACILITIES 10 31 51 34 1 3 21 19 12
'. ,
-
LIBRARY 66142STAFF 17 34 47 25 1 6 19 17 18 40 166 39.8%
':- conducive to the total use of the school library
.,The rating is also compatible with other factors
Itandsfor 80+"
itandsfor
{) - 79%
Ietc stands
'or 64!!;and
elow
services (facilities, collections and staff).
In Table 20, the overall rating in both grade
and percentage is almost similar to all
-, services, that is library collection, 72
~..-'---- ,respondents out of 181 (39.8%) rated is C,
that is average, library facilities, 72
respondents out of 171 recorded highest: or 42.1%
- 4.9.0
'.
118
rated it as C 'and finally library staff; 66
\.
respcldents out of 166 recorded as highest,-
or 39.8% rated it asC too, therefore
library services offered to all surveyed
schools are graded as "C",. average overall.
LIBRAY USE
The purpose of establishing a school library
is to have both students and tachers make
<,
definite use of the available resources. The
researcher hiS used two questionnaires
'Students Questionnaire Appendix A" and
Teachers' QUEstionnaire, Appendix D to find
ou~ how teachers and students use the library
resQurces in their respective schools surveyed .
. /
In· section I of teachers' questionnaire,
personal information was sought while section
.II dealt with information about the teacher's
use of the school library.
Tables 2la and 2lb show personal details
about the teacher's experience, length of time
the particular teacher has been in the current
school and number of periods taught per week.
/.
(
, "
\
/
'-
119
,\
TABLE 21 (a)":
TEACHERS EXPERIENCE
N = 63
YEARS FREQUENCY PERCENTAGE I
F ~0
OVER 10 11 17.5
BETWEEN 5 - 10 15 23.8
-BETWEEN 1 - 5 25 39.7-
LESS THAN 1 - 12 19.0
TOTAL 63 100%
The majority of the teachers have been teaching
for t~e last less than one year to 5 years, 58.7~
of the sample and 41:3% have teaching experience
_of 5 to 29 years.
TABLE 21 (b):
NUMBER OF PEP-IODS TAUGHT BY EACH TEACHER PER WEEK
PERIODS PER WEEK FREQUENCY PERCENTI-\GE
-0
10 - 14 8 12.7
15 - 19 12 19.0-
20 - 24 25 39.7
25 - 29 16 25.4
30+ 2 3.2
TOTAL 63 100%
)/
/
<,
"
(
j" - 120 '
(
From the above table, the majority of the tea-
chers have a teaching load of 20 to over
(
30 i'eriods per week or 68'.3% of the sample,: \
and 8 or 12.7% teach 10':"14'pe'riodsper
w~ek and 12 or 19% teach 15-19 periods per
\ -\
week. Comparatively, putting into account
~hat in Kenya there is a general shortage
, ,
~ -of teachers in the secondary schools, then
the teaching load ~resuggests that the
I --~ ,
,s~ho~i~_visited weie well staffed.
I \.
I
- ( , , /" (:
TEACHERS' USE OF SCHOOL LIBRARY
Table 22 shows how often the teachers use-f
their current school library.
)
TABLE 22: (
,\TIME FREQUENCY PERCENTAGE
Once a day , - 10 I 16.7
Once a week 21 35.0
,
Less than once 12 20.0
a month , I
, ,- \ 28.3Not at all.- 17
-TO~AL 60 100%
/
\,
"
121
From the anaLy sed Table 22 I '35% of the teachers
from the surveyed schools visited their school
./ Lf.br'a.ri.e.;once a week, and 28.3% of the sample
./ '
- '
"
did not at all visit their sChadl libraries.
,
W~en the researcher sought to knew why they
make little use of the library facilities they
had among othe~ reasons! that the libraries are
,
poorly stocked~ organised and managed and
consequently they had lost' interest in them.
Others believed that the library stock ,was
absolutely irreJevant to the present school
curriculum and,lacked proper reference books.
They also compl3.ined of lack of time to visit
I
,theii ~ibrariei of which the researcher does
not approve (refer to Table 2l(b) teaching
load of the same teachers).
T'able 23 shows an estimated time individual
teachers spe~d in the library per week or month
on average once they visit it.
, .,
I ;
\ 122
TABLE 23:
TIME SPEND IN THE LIBRARY BY TEACHERS EITHER
PER WEEK OR MONTH ON AVERAGE:
N - 49
r:
, ,
,
I
FREQUENCEY ITIME PERCENTAGE
An hour week , '13 26.5%per
". , -,
·Two qr more .hours 14 - 28.6%.~--
per week
\
All free periods 6 12-.2%
Less than one hour 4 8.2%
per week ..
'--
Other (specify) 12 24.5%• /
,
TOTAL 49 100%
In Table 23, 26.5% of the teachers of the
sample schools who visit school libraries
-s'perid an hour .Ln it doing various library
activities. 28.6% is the category of those who
spend two or more hours per week in the library.
From the table, it can be seen that more than
half the teachers spend at least an hour or more
/ 123
visited the library and spend less than one
hours a week in the libary. 4.or 8.2% who
,
hou~1 said that they ~d not need t~ spend much
time in the library because the library was
A
:too crowded.and therefore untidy with poor
yurniture especially chairs and reading tables
with obsolete collections.
) ~ , .Table 24 illustLates library activities teachers
....~ .
engage in while in the library during their
visits.
TABLE 24:
.~LIBRARY ACTIVITIES TEACHERS ENGAGE IN
/'
/
ACTIVITIES FREQUENCY PERCENTAGE
, -,
LEIS SURE 22 25.8
INSTRUCTIONAL PROGRAMS 28 32.9, /
PERSONAL RESEARCH 32 37.6
OTHER 1 ./ 3 3.5
TOTAL 85 100%
/
124
In the above Table 24, 37.6% of the teachers
from the schools surveyed engaged themselves
in personal research activities wheneve~ they
visited the school library, 32.9% engaged.
themselves in school instructional programs
like lesson preparation, teaching library
lessons etc., 25.8% eriqaqed in the leis sure
activities like reading for pleasure, talking
to libr~ry staff etc. and the least (3.5%)
<;
engaged in,other activies which are not
specified.
'-. J
Reference materials form a very important part
of the library. The table below shows the
reference materials available to teachers and
"students in the seven libraries studied.
Table 25 gives reference'materials frequency
. .
and percentage indicate those who used them out
of the sample.
"
/
125
/
(
J .' /
TABLE 25:
..,
REFERENCE ~~TERIALS FREQUENCY AND PERCENTAGE----~----OF THOSE WHO USE THEM.
\
- I I IFREQUENCY IREFERENCE MATERIAL I PERCENTAGEI .. ENCYCLOPEDIA 26 21.1.
DICTIONARIES 33 26.8
DIRECTORIES 8 6.5
-
YEARBOOKS, 8 . 6.5ALMANACS -
BIOGRAPHIES 7 5.7
.'
MAPS, ATLASES AND
GLOBES 21 17.1
HANDBOOKS AND MANUALS· 20 1 16.3I
/ I - II 123 100%
Teachers used these references to prepare lesson
, notes, for personal research activities or equip
themselves with answers to students'questions if in
case they did not have ready answers in class.
-,
From the table analysed above,dictionar~es are
abundantly used with 26.8% with Biographi~~ least
used only,S. 7% of the teachers from the sample
schools studied.
The researcher asked the teachers of the sample
schools if they use the professional section
of the library, 22 or \~O% answered in the
affirmative, 33 or 60% in the negative. When
the researcher asked those who did not use the
professional section they said that their school
, ,-
libraries did not have professional sections,,"
others' said their professional seqtioni ih their
librarie~_did not-,have materials rele~ani or related
to theii subjecta~eas, and others sai~ their
__professional sections were bare.
- ',, Table 26 shows how often the professional section
of the library is used.
/ TABLE 26:
-,
WHEN USED FREQUENCY, PERCENTAGE
DAILY -3 6.5%
, 41. 3%WEEKLY 19
HOURLY 1 2.2%
NOT AT ALL 23 50.0%
TOTAL 46 100% j
127
From the table it can be observed that at least
50% of, the teachers made use of the professional
section of the library ranging f ro.a 3 or 6.5%
daily, 19 or 41.3% weekly and I or 2.2% hourly
,
anp half the total number of the respondents did
,
,not at all make use of it, a very dd.s cou raq i.nq
fraction.
When the researcher asked the teachers how
_____---~---adequately""the present library collection meets the
needs of the school, 3 or 5.4% said they Ileet over
half of the needs, 18 Qr 32.7% said they meet
half of the needs, 29 or 52.7% said they meet
'::.lessthan half the needs and 5 0:'::" 9.1% said that
-, the present library collections do not meet the
needs of the school at all. _ It is encouraging '\,.,
'to note that over 80% of the respondents affirmed
~., that at least the present library collections meet
than half to over half.
,the needs of the schools studied ranging from less
" Table 2] shows the availability of library collections,
to teachers~whenever they wanted to use 'them.
,- '",
~
, 128 -' .- - ..
" <,-
,-- J,-
,- .
,
-- -~
- .. -
TABLE 27:.
/ /' --
'I - -
- HAPHA- NEVER AT.COLLECTIONS ALWAYS % , ZARDLY % ,. , ALL % T'OTAL
I . s, 0NEW FICTION . 11 -30.6 12 33.3 13 36.1 100 36
OLDER FICTION _ 18 51. 43 13 37.1 4 11.43 100 3"5- -
NEW NON-FICTION 5 13.9 18 50.0C 13 ·36.1 100 36- -- ..OLDER NON FICTION 13- 39.4 15 45.5 5 15.1 100 ,33
- !
MAGAZINES/NEWS- 22 56.4 13 . 33.3 4 10.3 100 39 .
PAl-'ERS - i,
REFERENCE 17 43.6 15 38.5 7 17.9 100 39 I,- I
AUDIO VISUAL 5 14.3 5 14.3- 25 71.4 100
1
35
f- - ./ •-, , t
-
" \i
-'
Except older fiction books and magazines/Newspapers- -"',
whose avallablllty In studled school libraries
have 5.4% and 56.4% respectively, the rest of
other collections are below 50% available to
teachers. The majority of the collect~ons' are
" either haphazardly or never at all are they
-available to the teachers.
,
t
I
!I
4.9.2
-,
129
-,
Asked if they gave students work that they
} could only do using the library to complete, 26
or 42.6% answered in the affirmative an~ 35 or
57.4% ans~ered in the negative. Asked ~urther
-the reasons why the 35 or 57.4% dia .not give
\assignme~ts to students that they can only use
the library to complete, they gave several reascns-
12 ?r 32.4%-complained that the present school
libraries-lacked televantstock, 13 or 35.1%
complained of lack of.library study time in
,their respective libraries and 12 or 34.4%
complained of several -trivial reasons like being
noisy, crowded, poor stocking, irrelevant materials
stocked etc~
/
STUDENTS USE OF THE LIBRARY
In order to investigate students use of the library,
the researcher designed a questionnaire which had
fifteen questions dealing with the way they use
the library. The inquiry form is found in Appendix
A. , /'
The following tables and subsequent discussions
summarise the findings.
- \
- "
130
\ .
/
"
TABLE 28a:
NUMBER OF TIMES STUDENTS USED THE LI.<3RARY
-
TIMES - FREQUENCY PERCENTAGE-
-\ -
ONCE A MONTH 1 .. O. 7
'<, , -
ONCE IN TWO WEEKS- 6 - 4.2
,-MORE THAN ONCE IN
A WEEK - 129 ·90.2...-~
NONE AT ALL 7 4.9
! ...-
TOTAL 143 100%
J
TABLE 28b:
ACTIVITIES STUDENTS ENGAGE IN THE LIBRARY
I
ACTIVITIES .~ FREQUENCY PERCENTAGE 1:-lSTUDY USING PERSO-' 1:.5' . INAL BOOKS 22
~ ICONSULTATION
WITH LIBRARIAN .92 56.4~
/"
READ MAGAZINES
AND NEWSPAPERS 40 24.5
BORROW AND READ' -
VARIOUS BOOKS 9 - - 5.5
TOTAL 163 100%
, .
131
TABLE 28c:
,
TIME STUDENTS VISIT THE SCHOOL L1BRARY FOR STUDY
-
"-TIME FREQUENCY PERCENTAGE .
f
,
,I
BEFORE 8.00 A.M. 9 6.2
LUNCH HOUR 12 8.3---- \- 35 24.1GAMES HOURS
PREP-TIME
(EVENING) 89 61. 4
\ - --. TOTAL 145 100%
TABLE 28d:
LENGTH OF TIME STUDENTS SPEND IN THE LIBRARY STUDYING
DURATION FREQUENCY PERCENTAGE
2 HOURS 51 : 37.8
l~HOUR 64 47.4
/
~ AN HOUR 13 9.6-
LESS ~ AN HOUR 7 5.2
TO~AL 135 100%
132
"i...
TABLE 28e:
IMPORTANCE OF STUDENTS' VISITS TO THE SCHDOL LIBRARY
- USEFULNESS FREQUENCY I PERCENTAGE
" I ,,--,~~ .UNIMPORTANT I 2 I 1.4
," 3.4DOUBTFUL 5
IMPORTANT 61 41.5
, .
f
53.7EXTREMELY. IMPORTANT 79
"
TOTAL 147 100%
TABLE 28f:
REASONS FOR USING LIBRARY FACILITIES
REASONS FREQUENCY PERCENTAGE I
,
I
LEISSURE AC'rIVITIES 6 4.1 '-
"
SCHOOL PROGRAMS 28 19.0
PERSONAL RESEARCH 113 76.9
TOTAL 147 100%
/
I
"134
/ -
8.00 a.m. in the morning. As already observed those
.who use it during Lunch and games- time are students-,
who are day scholars and those who use it during prep
time and before 8.00 ~.m., that is before official
school instructional programmes start are mainly
boarders fr9m boarding schools.
The majority of the students, 64 or 47.4% and 51 or
37.8% that is a total of 115 or 85.2%.spend at least
one or more hours respectively in the library studying
and 20 or 14.8% spend less than one hour in the library
/
studying .. I
79 or 53.7% of the sample find their visits to their
-school libraries extremely important, 61 or 41.5%
I -
, find them impo:r::tantand 7 or 4.8% find them either
doubtful or,unimportant.
,
113 or 76.9% of respondents strongly argue that they
\
use the library facilities for personal research in an
I
attemptito either complete their given class assign-
I,. ments, make notes or revise for both public and
school examinations and so forth, 28 or 19% visit the
school libraries basically to attend library classes
and language skills improvement practices .and 6 or
4.1% say that th~ir visits are purely for enjoyment
namely reading magazines, newspape rs and dailies.
\
I
(
133
Students in all schools studied made use of
the library, 129 or 90.2% of the sample used
the library more than once a day, anoth~r 6
- or 4.2%" used their library once in two weeks,
1 or 0.7% once a month and 7 or 4.9% never
used it at all.
~. On the activities students engage in their
respective school libraries visited, 92 or. ' ...•. -.
56.4% consult their librarians for assistance
in finding materials or .informat.Lon for use,
40 or 24.5%.read magazines and newspapers, 22
or 13.5% study using their personal books and
only 9 or 5.5% borrow and read various books
available in the library. The reasons why" -'
r very few of them borrow books is that most
libraries do not allow them to borrow
books outside the libraries and also many of
I them are poorly ~tocked to attract borrowing.
89 or 61.4% of the sample visit the library
/
for study in the "evenings, 35 or 24.1% use it
during games time, 12 or 8.3% use it during-
lunch time and only 9 or 6.2% use it before
/'
5.0.0
>,
135
C HAP T E R F I V E
FINDINGS AND RECOMMENDATIONS
SUM¥lARY
. The general purpose of this research project was
to investigate. the present status of selected
secondary school libraries in Bungoma District
as reflected by the organisation, management
and use.of thefr facilities - huma~, material
and financial.
The researcher .hop~d through the study to
reveal the existing state-of-art secondary
school libraries in the terms analysed above
providing thereby information which would be
of value to educators.
The sample of 7 schools was selected for study.
Out of these schools, 143 students, 63 classroom
teachers, 7 headteachers and 7 teacher-librarians
responded to the questionnaire pertinent to
each of them. During the study, the researcher
~lao used in.addition to the questionnaires,
observations and interviews to gather the
required data.
5.1.0
5.1.1
136
The study also reviewed literature on librarian-
shiP. in Kenya and eLs ewhe re related to library
facilities in schools, personnel, organisation,
management and usel basing it on scholarly
-researches and texts.
In Chapter IV, data collected was analysed and
I present the findings here. b~low.
FINDINGS "
PHYSICAL FACILITIES,
From the analysis of the report in the preceding
Chapter~ it was observed that all (100%) selected
secondary schools in Bungoma District had a building
or room set a side as a school library with books
and other library materials serving the whole
school population (Table 6'. but of seved
schools surveyed, five schools (71.4%) had
purpose built and centralized libraries. The
remaining two schools (28.6%) had utilized
"converted rooms" which were formerly staffroom
.-;
and classrooms respectively. 87.7% of the sample
schools had a seating capacity of at least 10%
of the total school population at anyone time.
5.1. 2
-,
13:7
In the same study, it was found that all schools
studied had bookshelves and 51.1% of them had
library catalogue while the rest labled ~he
shelves to guide users around the library .. All
6f the schools in the study had charging and
,
discharging tables I and magazines I Tacks in their
libraries.
LIBRARY PERSONNEL
.All the schools sampled had 100% teach~r-librarians
in charge of each of the. school libraries. 85.7%
of the teacher-librarians had no training in
librarianship except one (14.3%) who had undergone
.some training at his previous Teachers College.
42.9% had undertaken inservice courses in libra-
rianship lasting for two to four weeks respectively.
Four schools (57.1%) had full time library
assistants who had no training at all in libra-
rianship. All schools utilized the services of
the library prefects who assisted either or
"both the teacher librarians or library assistants
during free time - during long breaks, weekends
and public holidays.
5.1. 3
5.1. 4
138
and 57.1% of the cases receive their library
stock from Harambee Fund Raisings. Without
except~on all schools studied suffer from
chronic shortage of library books as a result
_of meagre funds they get from their sources
which most oftenly are inadequate, unreliable,
censored and indefinite.
FINANCE
It was found that schools do not have a regular
source of funds for the purpose of establishing,
developing and running the sch06l libraries.
The library b~dget varied from one school to
another. One school (14.3%) had budgeted for over
10,000/-, 28.6% budgeted between shillings
5,OOcr/- to 10,000/- and 28.6% again had budgeted
for less than Kshs. 1,000/- for last financial
year 1985/86. Schools' headteachers had
different plans concerning development of their
respective libraries and at the same time had
··their own priorities which adversely affected
school libraries.
ORGANISATION
In all the schools studied the researcher found
that selection of library resources was done in
\V.(l.~l.~
~ \'tu
5.1. 5
139
LIBRARY COLLECTIONS
All schools surveyed had library stock varying
in numbers, lowest being 600.volumes ~nd highest
with over 9,000 volumes. 57.1% bought new books
last financial year 1985/86 and 42.9% bought
this year 1986/87.
As for non-book media, it was found that all
schools had maps, 42.9% had globes, 14.3% had-:~. .
charts and all of them did not have slides, films
or transparencies.
From the study, all schools had reference books
for both students and teachers. 14.3% of the
sample schools had a wider spectrum of various
titles of reference books but others occasional
types, shallowly stocked .and imbalanced.
All schools subscribed to magazines and news-
papers scantly in terms of the number and titles.
Sources of library collections were noted to
be many and varied. 85.7% of the sample schools.
buy their books from bookshops, 28.6% receive
their libary books from gifts and donations
'-v\2.~ "\0\ .
Q~ \ /.t\
1.40
~~
I!/
V". .."--e,J-- .\..P
many differ~nt ways, for instance books to be
bought were selected from .agiven recommended
list from the Ministry of Education, Science
and Technology. Since the list was not ·exhaustive,
other unsystematic methods of buying books were
used ..,.from bookshops with hard cash, teachers .
. sugges.ting books to be bought and heads of various
subjects compiling lists of recommended books for
students to buy.
As for library classification, 57.1% of the schools
classified their books according to broad subject
areas treatea and 42.9% used Dewey Decimal
classification scheme. Only one (14.3%) of the
teacher-librarians knew the proper applications
.of Dewey Decimal classification scheme and the
r~st of the teacher librarians did not although
.they wished to be inserviced;
57.1% of the schools surveyed fully catalogued
their library books, 14.3% partly catalpgued the
., library holdings and 28.6% did not catalogue
their stock.
5~1.6 .
"
141
57.1% of the sample schools studied carried
\
out the inventories of their library collections
regularly and 42.9% did it haphazardly. All the
school libraries studied from' the analysis lost
books ranging from 3 to 80 volumes annually .
.
LIBRARY BOOKS USED BY TEACHERS FOR TEACHING
From the sample ~chools studied, a total of
562 volumes were used by the teachers to teach
vari ous- subjects on the. curriculum. It was found
that most of the subjects suffered a great deal
due to lack of library.books to support their
teaching"Subjecti like Drawing and Design and
General Paper had no single book for use in the
library. Others which suffered are physical
education with 0.5%, social ethics with 0.7% and
Home Science with 1.1% of the total volumes
listed.
On sufficiency, it was found that 72.6% of the
teachers who used them found them sufficient in
terms 0f con t.e nt; qual ity and 73% found them
sufficient in terms of comprehensiveness.
'5.1. 7.
-,
142
·LIBRARY SERVICES AND USE
The researcher found that fr.om all the seven
selected schools, libraries were opened.between
r: 8.00 a.illto 5.00 p.m. and 9.00 a.m. to 1.00
during the weekends. Those schools without
library assistants, opening hours were regulated
by the amount of f r'ee time the teacher-librarian
had from school timetable. (7.1.1%) schools
---" .•.. , , .,IF
studied had official encouragement for students
to use the library and all the schools had at
least a s.ystem 'of issuing and returning library
books r arida circulation policy.
In all schools studied, teachers had on average
a light load of teaching periods. 68.3% of the
sample of teachers taugh.t between 20-24 periods
per week. 35% visited their school libraries
once a week and 28.3% did not at all. 40% of
the sample of the teachers affirmed that they
use profesional section of the library. 80%
of the teachers studied affirmed that at least
the present. library collections meet the needs
of the schools studied. 42.6% of the teachers
gave work to students that required using
lib~ary services and books.
14.3
90.2% of the sample of students used the library
regularly. 56.4% of the students who were
studied engaged themselves in consultations
with the libary assistants and finding ~aterials
for gathering information. 61.4% used the library
during preptime. 85.2% of the cases studied
. -spenq one or more hours in the library. 57.7% of
the sample find their visits to their respective
school libraries extremely important, 41.5% find
them important and 4.8% find them- uni.mport.ant.
76.9% of the respondents strongly argue that t~ey
use library facilities for personal researches,
completion bf their class assignments, making
notes and revising for public examinations.
5.2.0' CONCLUSIONS
From the analysis of the report in the preceding
chapter it became apparent that the majority of
the s~condary schools have either a building or
a room set a side for a school library. 71.4%
of the schools studied had pur pose bui-It libraries
" and 28.6% had converted staffroom and classrooms
into school libraries respectively. The findings
are in confirmation with Kinyanjui 1 assertion that
1.Kinyanjui, W.G. Secondary SChool Library FaciIities in
Central Province, Kenya. A report, 1974. p. 8.
"144
all schools have room that could be called a
library. In his project report ~viti exenorates
the importance of purpose-built libraries:
Purpose built libraries are very
esse'nt.La L for schools so that
children can grow with books
and develop the important habit
of reading not only for recreation
but also for serious study.2
In this study it was found that purpose bui 1t
libraries were initiated and established by
I
respective school heads~ parents and staff
.through self •....he Lp effort and consequently the
researcher concludes that schools without
I
purpose built libraries should employ similar
approach before and until that time the govern-
fuent will take over the entire responsibility
of establishing libraries in all secondary
schools throughout the country.
After analysing both teachers' and students'
questionnaires, I came to conclusion that teachers
do not use libraries extensively arideffectively
as students nor do they encourage the students
to use them at all. If school libraries are to
grow and se:cve the purpose for t.hedr establishment,
2. !-1witi, J.. A Survey of the Organisation and Management
of Selected Prirrary School Libraries in North Imenti
Division, l'leru.. D.O.N. Project. Nairobi, 1985.p.lI5.
145
some basic knowledge of l~brarianship.is
necessary for the serving teachers through
a variety of means namely seminars, circulars,
public lectures and inservice courses.
IIt was also'found that the majority of the stock
is student based hence low use by teaching staff.
Something worthwhile has to be done to improve
the current library stock particularly at selection
stage because the more informed a teacher is, the-~.--.
more likely he is to help the students to use the
library facilities.
The situation of personnel is pathetic j.nschool
libraries.· 14.3% of the schools studied had a
teacher-librarian who had some library course and
85.7% of the same sample had none. Such situation
seriously inhibits the school headteachers, parents,
.'
staff and others" effort to improve the school
libraries. 100% of the schools studied had no
full time trained librarian except 71.4% who had
employed part time library assistants with no
training at all in librarianship. Worst still,
there is no guidelines on how to run these libraries
in form of circulars or seminars from any know led-
geable source at all. Libraries are run the way
146
the teacher-librarians and school headteachers
feel like which has led to diverse forms of libraries.
The funds to establish, equip and maintain those
libraries were insufficient and unreliable:
5.3.0 RECOMMENDATIONS
On the basis of the data collected, analysed and
the findings, the researcher recommend$ that:
5.3.1 Serving teachers and teacher-librarians in the field
should urgently be exposed to basic knowledge of
sChool li~rarianship through a variety of means
-namely inservice courses organised and administered
'. -by the Ministry of Education, Science and Technology-
Inspectorate, be given up to date circulars, public
lectures by both local and overseas specialists, and
be served with school l-ibrarymannuals to guide them
on how to utilise and run their respective school
libraries.
5.3.2 It should be~ome a government's policy that all
secondary school libraries employ full time library
assistants with some basic skills in librarcianship.
The library assistants be employees of the Board
of Governors of the school concerned.
5.3.5
5.3.3
5.3.4
5.3.5
"
147
A library-purpose bui.Ldi.nqshould be constructed
in every school with a seating capacity of at
least 10% of the school total population.
The library should have its own budget with
money levied through Parents/Teacher Associations
,like building fund or activity fund. Whenever'
money is available reference books and other non
fiction b.9oks should be bought to support
'- "">,
teachers in their teaching and maintaing the
'Library facilities.
Teachers ~hould encourage students to use the
library by giving them work that they can only comple-
te by using the library, and by so doing, the
students will develop'permanent reading habits.
While buying library stock for libraries,
teachers' interests should be taken into account
seriously as they are integral part of the
school and also a consideration of buying a
variety of non-book media be looked into.
,5.4.'0
-5. 4 ~1
5.4.2
5.4.3
5.4.4.
5.4.5,
'-
148
SUGGESTIONS FOR FURTHER RESEARCH
There is a genuine need for a similar research
to be conducted in many other areas of Kenya
for the purpose of generalization.
A st~dy is required to determine the extent -
the needs and interests of the school community
are being met under the existing conditions~
Except to a small degree, this research did
not altempt such evaluation scholarly.
There is necessity to investigate into the
whole pi~blem of standards - personnel,
finances, organization and physical facilities.
A research is necessary to establish whether
the availability and use of library facilities
contribute to the performance in public
examinations.
A research should also be carried OVt to
determine the attitudes of school administration,
teachers and students towards school libraries.
\149
BIB L'I 0 G RAP H Y
1. Aringo, P.O. National 'Information Po l.icy ,
Daily Nation. 23rd ~ugust, !984,.p. 4~
.2. Bennet, H.E. (editor). ~estions for Teacher Libra-
ri,ans. Kingstone: The Jamaica Lib'rary ~,~sociation,
1979, p. 15-20.
\.
(
3. Best, W.J. Research in Education, 4th Ed. New Delhi:
~. '..~
Prentice Hall of Ihdia Private Ltd. 1983 p. 94.
4• British .Lib,~aryAssociation. Library ~,e.~?~_~~~_Pro\7_i_~i~n--.
in Schools (New edition) London: Unwin Brothers Ltd.,
1977._ p . 12.
./
5. Daily Nation. Schools to build joint 1ibr~ry.
Daily Nation: 1st April, 1986, p. 4.
6. Daily Nation. School libraries need Facilities.
Da{ly Nation: 25th August, 1984, p. 4.
\
\7.' 'Dewey, J. The Hunan Course Collected Thoughts for
Living. New York: Schenkrnan Publication, 1974, p. 127.
I '
i' v :
8. Garwood, K.W.S. Challenges to the Col!~ge Librarian:
In ATCDE Library Section. Ormstirk: ATCDE ~ibrary
-,
Section, 1973, p. 14.
9. Gitari, K.J. A Study of Library Facilities in Selected
Primary Scho6ls in Nth~ Division, Meru District. U.D.N.
c.
Project, 1985, p~ 31.
/
150
"
10. Hicks, W.B. and Tilli!), Z\..M. Managing Multimedia
Libraries. New York:' Bowker, 1977, p. 62.
11. Jones, A.C. Dual Use of Libraries: In Trends in
Education. 30th July, 1973.
12. Kenya: ~Second University of Ken~a. Report of ,the
, Presidential,Working Party. Nairobi. Government Printer,
1981 p. 6.
I
13. Kenya: Report of the Training Review Cornm Lttee: Nairobi.
Government Printer, 1972.
14. Kerlinger, F.K. Foundation of Behavioural Research, (
2nd (ed). New Y~rk: Holt; Rhinehart and Winstonj Inc. I
1973, p. lI8-l19~
r
15. Kibaki, M.Establish Libraries. The Standard 2nd
March, 1984, p. 3.
. .,
16. Kibaki, M. Most Kenya Schools lack Library Facilities.
~enyaTimes. 11th April, 1984, p. 2t.
17. Kinyanjui,W.G. Secondary School Library Facilities
in Central Province, Kenya. A report, 1974.
18.- Kinyanjui, P. An Official Call for more Libraries.
Daily Nation. 14th February, 1986, p. 5. \
/ 151
J \
'-
19; Klara, S. Gro~p in Accord over Facilities. ~
Daily Nation. 22nd Augustr-19&4, p. 25.
I _
20.' Lucilla, Sister. The Vital Role o_f a ScliooTLj:}jrary-:
~ A paper presented at a serorna-r for teacners- of Englis!i
at Kenyatta University College, 1981, p. 2.
-2~. Maleche, A.J. and Krystall A. IlLibrary as- an educational
tool", a talk given/at Kenya Polytechnic, Nairoor, 1973
in Maktiaba Sourvenir Issue 1973, p. 30.
-, -
22. Mann, G.P.
/
A Mannual.-for, Lifirarrans and -Students,
1952 I p. 11 quoted in--LTh-rary"s-c-i'~'nce""T'oaa%••
edited by P. Kaula, p. 434.
voi , 1
/
23. Mwathi, P.G. Education for School Libr-aY'l-anship-"in
Kenya.. University College of \tfales ADerys-twyth.
1983. (MLSThesisl.
-;
24. Mwiti, J. A Survey of the Organisatlon and Nan-agement
of Selected Primary School Librari'es in North -nnenti'
Division, Meru District. U.O.N. Nairobi', 1.985.
(M.ED. Project).
25. Nglangta, J.M. The Development of ?ublic Libraries
in Kenya; past, present and Future. M._L.S. Thesi's
Loughborough University, 1979. . !
,/
26. Ng'ang'a, J.M. "Libra~ies and Librarianship in
Kenya Background -Paper" . Internationa'l Library
Review. No. 14 1982, p. 308.
27. Ng'eno, J.K. University will trai'n Librarians.
and'Use. M.L.S. Thesis. Loughborough, 1981, p. 137.
The Standard. 14th August, 1984, p. 24.
28. Njuguna, J.R. Problems of University Libraries in
Kenya with Particular referen~e to Starring, Acquisition
----~.
\. \
29. Olembo, J.O. ~ncing Primary School Buildings in
Kenya. Nairobi: Transafrica. 1985, p. 21-25.
30. Onadirin, G.T. A Study of School Library Resources
}n Selected Secondary Schools in Nigeria. Doctorate
/Thesis. Michiga~ Xerox University, MicrofiL~, 1977, p. 2.
Schools of Amagoro Division, Busia District Kenya.
31~ ,Oure, A.L. A Survey of the Learning Resources in Primary
U.O.N. Nairobi, 1985, (M.Ed. Project).
" 32. Ray, C. Library Service to Schools and Children.
Paris: Unesco Publishers. 1979, p. 44.
Library, Archival and 'Information Studies. Paris:
33. Sinnette, E.D. Kenya: National Training Project in
UNESCO 1979, p. 3.
153
34: Stott, C.A. School Libraries Short Hanua1 London:
C.D.P. 1967, P " 30.
!
35. ,Taylor, W. S. (edl The Human CoLlec't.ed'Thoughts~ :for
)
Living. New York: A Schenkman, 1974, p. 127.
/
36. Th~dru, R,W. "The Role o£ the Library in Education v •
Maktaba Vol. 5 No. 1, 1978, p. 30.....31
37. - Umbima, v[.B-'---SchoolLibrari.es in Kenya. ~J.iClktClDa
KLA Vol. 7 ·No. 1, 1982, p. 69.
38. <, ''lachira,S.N. Library Education and Supply' of
Professional" and Sub-professional Librarians in Kenya.
A recommendation, 1974.
39. Wambugu, C.K. Studies in Nanagement \'.,7ith.'.Reference
.t;o Libraries. Nairobi: Karfa Ltd. 1982.
40.",Wcu-nbugu,C.K. The Library Nanager and the Func'tiohs
of Library Systems. Nairobi: Kar.fa Ltd. 19.84I p. 9.
-,
41. Yahya,'A.S. Libraries for the Young. A Survey.
City of Nairobi: Social Services Department, 1972.
\ A P PEN D I X A
"
STUDENTS' QUESTIONNAIRE
Please tick (11"), against what you consiaer to be
the most accurate answer in your view.
1. Write the name of you r sch 001-
2. Your Form
3. How of tern do you visit your sch 001 library?
(a) ;Once a month
\
(b) Once in two we eks
( c) More th an once a week
,~ ( d) None-..at all /
4~ 'Indicate one of the following activities which
you engage yourself du~ing your visit to the
library.
(a) Stud ies in the library 'us i nq my own books
~b) consult the librarian for assistance in
finding materials or information for use
(c) Read magazines or newspapers
(d) Borrow and read various books for pleasure
'-
5, Indicate how many of each of the following materials
you are allowe d to bo rrow for use ou t s Ide the library.
(a) Fiction book
(b) Nonfiction books
.. ?/.... '-
155
(c) - ramphelets
(d) Others (specify),
6. Estimate the nearest hour and duration of
7. In your own opinion how ~ould you rate (grade)
the following collections found in your school
Library that you use. (Rate materials you do
·use only)
I
(i) New fiction books
" (i'i ) \Old I fie tion boo ks
(iii) New nonfiction ~ooks books
(i )'
(i i)
- \
your visits, to the library.
/ (a) Be fo re 8.00 a. m.
(?) Lunch time
I'
(c) Games time
(d) P r ep time
(a) ror two hours
\
(b) For one hour
(c) For half an hour
(d) Le-s-s"than half an hour
, (ivr old /non-fiction books
(v) Magazines and newspapers
( .--------------
(vi) Reference books
(vii) Radios, record players and cassettes
et c.
Use the following four point scales ~rovided to rate
the materials above.
I
156
(a) ext reme ly good
(b) good
(c) poor
( d) very poor
\8, In yourpersona1 judgement how easily available
-are the items you want to study in each of the
following collections that you use in your
school library? -
(i) New fiction books
(;1) told f-i-c.t i on books
(i in
(i v)
(v)
New non-fiction books
Magazines ~nd newspapers
old \nOn fiction books
(vi) Radios, record players and cassettes etc.
Use the following four point scale~ provided to rate,
the, materials above.
(a) almost a lways
(b) through difficulty
(c) i rregul arly
(d) never"
-9, Indicate your personal degree of agreement or disagreement
I
~ith each of the following of your school library. Use
the four point scales provided preceding the statements.
<,
/--- 157
(i) , is noisy.
\ .( i i ) is clean' and ne at
( i i i) it doesn't have enough p lace s .to sit
(iv) has an easy arrangement to use
(v)
(.i v)
is a pleasant place to visitJ
is' too crowded
Use the following four point scales to indicate you r
degree of agre . ement or disagreement.-. -.
(a) 1 strongly disagree
(b) I di sag ree
(c) I agree
(d) I strongly agree
10. Indi cate as you. have done above your degree of
convepiency or inconveniency with each of the following
h 0 Urs 0 f usin g you r !; ch 00 1 1i bra ry •
(i) Before 8.00 I .a.m.
(i i ) Between learning sessions
(i ii ) During prep time
c. (i v) Du ri n g school break hours
Use the following four point scales provided to indicate
"your degree of assessment.
. .. 5/
158
I (a) ext re me 1y convenient
( b) convenient
(c) -i n con ve n i ent
(d) Iextremely t n con ve n ign t
\ 11. rndicate your. degree of agreement or disagrement
with each of the. following statements about your
school librarian.
(i ) is friendly .J
-v ,
(ii) tries to be helpful
(iii) is too busy to assist properly
. (iv) appears to be competent
),Use the following four point sca~es provided to
irtdicate your degree of judgement:
'-
(a) I strongly disagree
(b) , I disagree
(c) I agree
(d) I strongly agree
12. If you were to give the library an overall grade.,
for its se rvie esit 0 f fer s tOY 0 u , VI h at g rade
would you give it? Indicate your grade parallel
to ~ach of the following services in the provided
blank space
i
... 6/\
( a)
( b)
.. (c)
159
f
library collection ~ _
library facilities ~
library staff -
Use the following grades to indicate your civera11
grade per-every service.
(i )
(i i ) B
(i i i C
(i v) D
/
'A (for the best)
(for good)
(for avarage)
(for-below average)
13 How important to y~u are your visit to the school
library?
( a)
(b) ,
(c}
( d)
unimportant
;1 don 0 t know
. Important
extremely important
14 Select one of the f o l l ow i np styles of library ., t ~
materials an d services that better describe the way
you use your school 1ibra ~y :
-,
(a) use materials and services inside the
library
_(b ) . !use materials an d services inside the library
at home or in my private study room
160
15 Why do you use librar~ facilities?
(,a) Primarily for-leisure activities
,L,
(b) p r ima r t ly for s ch 001 programs
!
'.(c) - .primarily for personal research
\ I
16 H 0 \'1 m u c h 0f the .items /mat eria 1s that you \'I ant
from the library coll~ctions in your school
-, .
library do you get?
(i )
(i i)
(i i i )
Ci v)
more than half _
half
below hal f
other (specify) --------~--------------
17 ;Mention two important occasions that your school
library was particularly useful to you
( 1 )
( 2)
THANK YOU VERY MUCH
r- .A.PPENDIX B
161
THE TEA C H E.R - LI BRA R IAN! S QUE S T ION N A 1:R E
SECTION 1: - GENERAL INFORMATION ABOUT THE LIBRARY
l. You-r name (
2. Position Sex
IAge
3. Name the )of school
4. s, (a) Number of st re ams ; .;
form 1 -Form 11
Form 111 Form IV
Form V <, Form VI --------
. (b) Total enrolment (as of June 1986)
Please tick ( ./ ) against what you consider to be- - \/ !th~ most accurate answ~r in your view as required.
SECTION. II PHYSICAL FACILITIES
5 . I n add it ion tot h e s ch0 a 1 1 i b t~a r y the s ch a a 1 has
(a) Study hall
(b) Reading room
( c) IBoth study hall and reading room
0,
(d) None of the above
6. -What is the sitting capacity of your library at
anyone time?
/
\ ..
\
162
.7. l~hat among these do you have as a central ized
l t b r ary ?
( a)
( b)
( c)
. , ( d)
-A reading room
Conference room
L'ib rary room
'\
Exhibition and demonstration areas
7 ,
8 Tick what,you have among the following:
( a)
( b )
( c)
---- ,
( d )
( e )
J,
( f)
-( g)
( h)
(i)
Card catalogue
J
Ch a rg.in g des k
Bulletin board or noticeboard
Shelves
Magazine rock
Book shelves
Ch air s / form s ~ .-----------------------
Reading table
Other furniture (specify)
SECTION III PERSONNEL
9 . Please give current number of personnel in the
library per week for each person in the table
provided.
\ .
. 4.
163
1.
l -
LIBRARY STAFF NUMBER HOURS IN THE LI BRARY
FOR EACH PERSON. - \ ,
-
i
Full t ime Librarian
\
Part time Ubrarian .
, .
-\
Library Prefects
-
Teacher L ;. b.r a ri an ! ..
- -,'.
"
I
\
Other (specify) ,,
./
--'.-
~
2.
3.
5.
Is·there a fu1~ time Librarian?
Yes No
11 : . 1ft her e i s \'I hat ish i ,s{ her q u.a 1 i f i cat ion sin Lib r a -
. rianship?
12 \~here did your full time librarian train?
'13 Are you a trained librarian? Yes --------------------
No
14· Hhere \'Iere you trained?
15.. \~hat a r-e+y o ur- qualifications? --------~---------------
( a)
( b)
Academic
Professional
/
164
'I
_16 For how long have you worked in the Library?
Ye a rs •
1 T. If you _h a ve at t~ n de d any co urs eon 1 ib r ary se rv ice s
for hO\'1 long \'/asit? - I Years/months.--------
18 Where did you 'attend the course or courses?
2.
3 .
.19 What subjects do you teach in add it io.n toy 0 ur~
----
- 1 ibra ry res p ~-risib i 1itie sI?-
l.
2,
3,
-~
- I
I
20 . What are your r ew a r ds as a teacher librarian?
(a) Have less teaching periods
( b) Job satisfaction
,'(c) Additional sa 1 ary \
(d) No reward
(e) Othe r (s pe c; fy)
0, SECTION IV: LIBRARY ORGANIZATION
21 Is an inventory of the school library co l le ct io n
l
taken at regular intervals?
I
Yes ------------- No
/
r:: I
~65
.- 22- \~hen' is it taken?
. - 23- ~Ihat- is the average annual loss?
- 24. Is the re any, ann u al report made to th~ school
head about the library? Yes, No------
• j - 25. Is the book collection classified? Yes ----
No
26; If yes, what type of classification scheme do
'-- .
-you use?
(a)) Dewey Decimal clasrification scheme
(b) ,-L.1brary of 'congress classification
scheme
(c) Simplified Decimal classification
(d) Other (specify)
- 27 •. Are the books in the s ch 001 1 ibra ry catalogued?
\ ( a) All catalogued
(b) Part catalogued
(c) -,None catalogued
l8: Do y~u have any scheduled library'classes for
"
students? Yes~----- No
\
3Q. For how long is the school library open for
(a)
(b)
/
( c)
(d)
(e)
i
services? Indicate the number of ho u rs per
day and number of days ·per week the library is
open in the chart below.
--
WI}EK IN THE NUMBER OF HOURS NU~lB E R OF
PERIOD PER DAY DAyS PER I·IE ~ K
During regular
school day
( -
\
After regu-lar , , -s ch 001 day & .. -.~.. -!------ --- --before end of /
Prep time ;- ,
-
On Sat u rdays --
On Sundays
-During school
holidays i! : -
IIII
II!
!
~!fI
SECTION V: LIBRARY COLLECTIONS
31. What is the total number Q.f books in the library?
i ,
, -
"
-.
) -
'"
••• 7 /
'-167
-
32. How many boo~s have been bought for the li,brary
in recent years? 1985
1986 v
(a) ,/ None
(b) f 1 to 50 books
J ,
(c) 50 to 100 boo ks-
(d) More than 100 books;..
1 - 33 Who dqes the selection of these books?
(a) the school librarian--(b) the head teacher
(c) the teaching,staff
(d) other (specify)) -
I- 34 • Wh e re do you get these books from?
(a) Booksellers
(b ) Book donars
'.(c) Gifts
)
(d) Harambee basis ,
(e) - Other (specify)
35 Hhat selection teals do you us e in se 1e ct in g
-, your library books? /-
'> -(a) Publishers catalogues
(b) Bib1iographies
(c) \ Books in p ri n t
r
(d) Other (specy)
36 .
.
What kind of reference materials do you have in
your reference section?
1. Dictionaries
? Ln cy c lop e d i as
, 3. Directories
,4_ Atlases, Maps an d Glopes
5. Handbooks and 1·1ann u a 1 s
6. Yearbooks and Alm an a c s
7. Biographies
37. 'Indicate total number of general 'm a q az i n e s"
titles subscribe1 to by theichoQl library,
, ).
, /
-·38. How many newspaper titles are subscribed by the
,schooll,ibrary?
39. Does the library provide p r o f e s si on a l books to
'improve teA.chers k now l e d qe ? Yes
No
40. If yes where a re they kept?
-,41. HO\'1 many books are there in the 1i brat'), in the
teachers collections?
- 42. Please ind';cate the audio-visual materials
available in the school at library and h ow
many times each of them is borrowed for use ~er
week?
".
-.':
( a)
(b)
( c)
(d)
(e)
(f)
(g)
169
AUDIO-VISUAL \ NUt1BE.R IN THE i~Ut~ BE R OFMATERIAL LIBRARY T UIJES EACH. IS USED PER
<, \-IEE K
\.-.
/
Globes -- .
f
Maps
"
r
Ch arts . "
,-
--.... . /
T ran spa re~cies
. ,- .."-~ . '. I -
Films j -
S 1ides -,.
-
IOther (specify)
~
43 For th e year 1985 I 86 h ovJ much money \Jl as budgetedI
for the library?
.44 .. What is the avarage budget per pup i 1 expenditure
".. for library books in 1985 / 86?
(a) Less than sh5, 20/=
(b) 5hs.20/= to 5h5.50/=
(c) More than 5hs.50/=
(d) other (specify)
170
SECTION VI LIBRARY SERVICES
-'_ 45. Do you have a system for. issuing and returning
of books?
( a) NCR (non carbon requi red) forms s y s t e-m
.(b ) B-jC (book issue card) system
( c) The Br own e sy stern' .( d). Ticket book or cheque book charging system
f
( e ) Islington sy s t e'm
(f) Other (specify)
- 46. What official encouragement is there to use the
library services?
47. Are .the r e s t e t t st i c s taken to provide a basis
for un de r s t an d i nq o l ann i n q and carrying out
circulation of materi~ls in terms of users demands
and characteristifs?
~48 1st her ear e s e r v e co 1 1e c t ion? I f soh 0 VI doe sit
operate?
"-
, J
'.
)
... 11/
'. ,
171
49. What is your circulation policy 0egarding the
following collections?
( a)
( b) _
( c)
( d )
( e )
Reference materials.-Fiction and non fiction books
Magazines and newspapers
Srortloan materials . ,
Other (speci fy)
50 • What is the role of library prefects, if you have
\
any?
l. -".,
/
2.
. 3 . /
4.
, --
Lis t b rie fl y t he mat 0 r p rob 1em s you r s ch 0 0 1 J
.
1 i brary faces.
1-.
- ~-- 2.
3.
4.
5.
,~ ,
52. /H 0 Vim us: h t ime do s t u den ts .s pen din the 1 i bra ry
doing the following activities?
(a) Completing'their assignments ~~--~--
(b) Reading for pleasure
(c) Browsing through the books
(d) Other (specify)
.
-; -53 • Do you like the pres~nt s.tatus of the 'library,
Yes No -
\"
-54 • Do you welcome suggestions on how to improve
the organization, services and management of
Nothe library? Yes_~-,.-. __
55~ How do you go about welcoming suggestions?
1.
2.
3.
4.
/
i -
-56. How much time do teachers spend in the library
j
carrying out the fbl10wing activities?
( a)
(b}
( c)
( d )
personal research-'"
reading for relaxation
prep~ring their lesson notes
other (specify)
-- 57. What are some suggestions would you like to see
in operation in the library?
0-
l.
2.
3.
4.
5.
.1 I .:)
A PP E rJ C X I C
"
THE HEADTEACHER!S QUESTIO~NAIRE
SECTION 1: GENERAL INFORMATION ABOUT THE SCHOOL
1 : Per son com pl e tin g the que s t ion n air e
\ .
, , P.osition Sex Age~ _
2, Name of school
_Management:
(a) Number of streams:
)
Form Form 1 1
Form 111 Form IV
(Form V -Fo rm V I
' .....•.~....•..
• (b) Total enrolment of J un e 1986as
I .
"\ ."
s:
3. Boarding facilities: Tic k appropriate answer.--
( a) All boarding
. (b) Boarding and Day
\
4. Type of library, in the' school Tic k (v)
(a) Centralized library
(b) Class 'libraries
(c) Centralized library and class libraries
-,
5. Where is your library located?
(a) in the 'cen t re of the school
( b Y- away from the tuition block
(c) in the administrative block
!
( d) other (specify)
174
SECTIO~ 11: LIBRARY FACILITIES
'6. Where do your pupils and staff read?
(.a) in study hall
(b) in the library
(c) no definite place
(d) other (specify)
7. If the school total enrolment is over 400
students, does your school library have a
seating capacity of at least 10% of that
p op u la ti o n ? Yes ----- No
8. \~hat is the seating capacity of your main
library?>
(a) 10 to 40 students
( b ); 40 to 70 students
(c) 70 to 100 students
(d) ove r 100 students.
"-
9 • 1·lhat among these do you have as your main
library? Tick (V ) what you have.
fa) A reading room /
(b ) A conference room
'.
( c) Li b r a ry room
( d) Exhibit an d demonstration a re as
,
10. T; ck (v) what you have among the t o l l ow in c
, , 175
(a) Card catalogue
,(b) Charging des k '
,
( e) , Bulletin board OD notice board
(d) Shelves
"' (e) Magazinl...rack
SECTION III
I
["11. .'For the yea r 19 8 6/ 87, how much m0 ney 1.s
budgeted for the library?,.. -
(a) Less than Shs.l0QO/=---------
(b)
(e)
( d)
Shs-~"lOOOI= to 5000/= --------
Shs.50001: to shs.10000/= .'--,------
More than shs.1QOOO/~
• I
12. Write in order of priority what you feel you
'urgently r~quirein your library •.
(a)
(b)
( c)
( d) . . . ". . .~
I- "
. THANK ,YOU VERY MUCH
1.76
A P PEN 0 I X 0
THE TEACHERS QUESTIONNAIRE
Please answer all the questions.
SECTION I: GENERAL INFORMATION
L Your Name
2 . N:am e 0 f you r s ch0 0 1
3. Years of experie~ce
4. How long have you taught in this scheol 7
5. What subjects do ~ou teach in the school
-'- -"'.
(a) Subjects ~umber of periods per week
1 •. r:
4. I
2.
3.
5 ...----------
Total No. of pericds
S E CT ION I I: l.I B l?J}.R.Y . USE
6. What books do you use for_teaching each subject?
-, List down all of the titles below as per subject
that you teach?
1. 11.
2. 12.
3. 13.
4. 14.
5 . 15.
r
177 - I¥o.<."
\
, 6 . 16 !
7. , 17 .
- 8. 18.
. 9 . 19
10 .. 20!
-r
"7. .kre these bQoks sl!fficient in terms of:
( a) Content qua 1i ty? yes No
. '.,
/(b ) Cnmprehensiveness? Yes' No
/ - 8. Do you re ad other books not related to your teaching?
Yes No
:' .
9. Whe re do you get those books from?_
(a) Bookshops
,l (b) School library
--(.c ) Public library
I
( d) Personal library
(e) Other (s'pecify)
10. How often do you make use of the school library?
(a) Once a day
(b) Once a week
(c) Less than once a month
(d) Not at a 11
"
11. What library activities do you engage yourself
in during your visits to the library?
1.
2.
3.
178
12. Can you estimate how mu ch /vo u spend in t he -library / time• v
per we e k or month on average?
(a) An hour per week
(b) T\'1o, or more ho urs pe I~ week
(c) , All free pe ri 0 ds (convert them to hours per
wee!),
\"
t (d) Less than one hour per week.- (
(e) Other (specify)
13. Name the titles of newspapers and magazines you
--re ad in the library:
---.. ">,Newspapers
l.
2.
3.
4.
Magazines
L . _
2. '-----------------
3.------------------
4. __~--~--------
14. What reference materials do you use in the library?
( a)
'-( b)
(c)
( d)
En cy c lope d i as
Dictionaries
Di re c t o r ies ,
Yea rboo ks s. A 1man a cs
(e) Biographies
(f)
(g)
Maps, Atalas and Globes
Handbooks and Manuals
15. Do you use the professional sections of the library
if there is any? yes ------- No
179
-16. How often do you use it?
\
(a)
(b)
( c)
( d)
Da i 1y
Weekly ----~-----------------------\
,H0 u r 1y - _
No' at all
17. For,what purposes do you use the library?
(a) for leisure activities
(b)
(c)
~(d)
for school instructional programs-,
for pe rsena l research
other (specify)---~-
18. Do you give stud~nts'assignments that they can
only use the-library to complete? Ye~---------
No
19. If yes~ how much in your opinion does it satisfy
this role?
,( a) fully
(b) half
( c) less than half
(d) othe r (s~.e cify )
..• - ... '..
·0 2Q. If no~ fo~ w~at reasons then don't' you want them to
use the'library?
,
(a) lack of better services
(b) lack of library study time
{cL-' other (specify)
180
21. Do yo~ have a lib~ary period on the school
time table? Yes ---_. No.
22~ If yes, how do you use it?
~a} teaching simple Li b r-e ry vs k i lls _
( b ) s t uden ts t 0 com p 1e t e the ·as s ignmen ts
(c)· private study
(d) other (specify)
23, Some recent reseatch ~tudies have found that
s e con dar-y.c s cho o l l ib r-ary collections are under
used, Do you agree with this statement?
Yes -----'-~--::'No
24. If yes, give reasons for the cause .
. (a) lack of encouragement on the part of the
t e ach i nq staff
'--'" {-b)
<,
( c)
./ ( d)
irrelevance of the contents to the school
curriculum
lack of clear library obj~ctives -----
other (specify)
'- 25.' Give a three brief suggestions you would like
to see happen in order to improve the current
s tat us 0 f you r s ch 001 1i-bra Py·.
"..-/
1-
2.
3.
4.
181
,
26. About how many bobks does your ~ibrary have?
(a) less than 1.~OOO titles ~
(b) between 1~000 to 5,000 t i t le s
(c) b t we e n 5,000 to 10~000 titles
, , (d) over 10,000 titles"
.....-
27. H 0\-/ adequately do they meet the needs of the
school?
(a) over half
(b) half
(c) ,'es's ' th an half
(d) not at an "
\
28. Indicate your oersonal degree of agreement or
disagreement with each of the following statements
:describing the physical faciiitiesof your
ischool library:-
(i )
. (i i )
(i i i )
is noisy
is clean and neat
it doesn't have enough places to sit
"
(iv) has an easy to use arrangement
"0
(v) is a pleasant place to visit
vi) is too crowded
I
182
Use the f ou r+pn i nt scales p ro vi d'e d bel a I'/. to
indicate your degree of .agreement ,or disagreement.
(a) I strongly disagree
(b) I disagree
(c) I ag ree
(d) . I s t r on qly ag ree
29 Indicate y6ur degr~e of agreement or disagreemeRt
with each of the following statements about your
school librarian:
(a)
, ,t'
(b) tries to be helpful
is 'fr-; end 1y
(c) is-too busy to assist properly
(d) appears to be, competent
30 Use the following four point scales to indicate your
'\f
degree, of judgement.
I
( a) I strongly agree
<. (b) I agree
(c) I disagree
(d) I strongly disagree
31 If you ' we re tog ivet he 1ibra t'y an 0 ve rall g rad e
for its services it offers to you, What grade would
you give it. Indicate your grade'pa~allel
.'.
183-
"
,-
to each of the f o l l ow in q services:
\
(a) library collections
(b) , 1ib'rary facilities
(c) library staff I
Use the f o l l ow inp grades to indicate yo u'r grade
per every service.
(a)' A (means best)-, I
( fj) B (mean-s good)
..•. (c) C -{-_:avera ge J
(d) D (Below- ,average)
34 Taking all the services into consideration,
(eg. collections, facilities, staff etc.)
how satisfled are you with your school library?
,Use the following grades to indicate grades to
Jndicate your sat4sfaction?
(a )
(b)
(c)
extremely satisfied
satisfied
I
d is a t is f i e d
0,
33-~ In your own judgement, how easily available are
-the items you ~ant in each of the following collections
that you use -in your school library?
1-84
(i) New fiction books
(ii) older fictipn books
(i ii) New non fiction books
(i v) -J 1der non fiction books
(v) magazines and newspapers
(vi) Reference books
(vi i) Audio visual materials
Use the following fou~ points scale provided to rate
the materials above
(a)
(b)
(c)
---...a-lways-----=------------~-------
haphaz arr'Iy
Never at all
34 in your 0\'In judgement hO'l'Iwould you rate the fol iowing
?collections found in four school library that you use.
(Do rate those materials that you do use only)
(a) '- Fiction books
(b) Non-fiction books
(c) Magazines and news papers
(d) Reference books
(e) Audio-visual materials
-, (f) Professional section materials
185 "'\
,.
34 In your own opinion.how much.does the present
1i bra r y s t a f f (p e r son n e 1) con t rib ute t.o w a r d s the
well being of the library?
(a) alot more
(b) average
(c) below average
35 Are your school librarian(s) t r a l n e d and fulltime
employed? -'.
(i) Trained Yes
No
Full-time employees Yes
No
- "THANK YOU VERY MUCH
",
I
t