Access And Utilization Of Information In Digital Resource Platforms For Teaching And Research By Academic Staff In Selected Public Universities, Kenya

Abstract

Universities now acknowledge the value of digital resource platforms as a useful tool for research, instruction, and learning. As technology for communication and information (ICTs) advance, they make it possible for information to be widely accessed, shared, and distributed. But due to the complexity of these platforms and the mismatch among consumer demands and information platforms, users of digital resource platforms in universities find it difficult to navigate and access information efficiently. If this is not addressed, it may negatively impact teaching and research production, which are essential responsibilities of universities. The primary aim of the research was to develop a framework for advancing and improving information access and use in digital resource platforms inside Kenyan university libraries. The aims of this thesis were to investigate the issues that academic staff face when trying to access and use the information on digital resource platforms, analyze the various kinds of digital resource platforms, assess the visual design of digital resources platforms, gauge the level of digital literacy among academic staff, and suggest a framework for doing so. The Theory of Information Interchange and the Unified Theory of Acceptance and Use of Technology served as the study's foundation. Using a mixed method approach, the study was grounded in a pragmatic paradigm. This made it possible for the research to gather both quantitative and qualitative data, which aided in the collection of precise and trustworthy data. Techniques for census and purposeful sampling were employed to select responders from the intended population. There were 113 responders in the sample, including 23 library employees in charge of digital content, four university librarians, and 86 members of the academic staff. Version 25 of the Statistical Packages for Social Sciences was utilized to examine the quantitative data, while theme analysis was employed to assess the qualitative data. Descriptive statistics were used to assess the data, which were then shown as tables, charts, and verbatim reports. The discussions from the study were important because they might be used to the adoption of a framework for information use in university digital resource platforms. The results demonstrated that university libraries offer a variety of digital resource platforms, such as websites, institutional repositories, and OPACs. While textual, audio-visual, and video information was available, electronic journals, e-books, and theses were the most popular forms of digital content. Users found the digital resource platforms' visual designs unappealing; the overflowing content, poor use of color and images, complex search functions, insufficient filters to help users find pertinent information, and a lack of links to sources outside the collection to be unappealing. Inadequate digital literacy abilities and a delayed adoption of technology by academic personnel led to inefficient access to and underutilization of e-content. Lackluster visual design, insufficient digital literacy, a narrow selection of digital resources platforms, and technological dynamism were the main issues facing academic personnel. In order to provide more access, the study suggested expanding digital resource platforms, creating visually appealing designs, and providing users with ongoing instruction in digital literacy. In university libraries, the study suggested a framework for encouraging the use and accessibility of digital resource platforms.