Bachelor of Education Teacher Trainees’ Information Evaluating Ability and Utilization of E-resources at the University of Nairobi, Kenya

John Njoroge Kanori,Paul Amollo Odundo,Hellen Nasimiyuh Inyega

doi:10.11648/j.tecs.20200503.22

Abstract

Utilization of e-resources by Bachelor of Education Teacher Trainee exposes the learner to up-to-the minute information in multimedia format such as Compact Disk Read Only Memory (CD-ROM) databases, e-journals, institutional digital resources and video recordings among other resources. To benefit from accessing quality information from e-resources, trainees are supposed to evaluate resources. However, there have been complaints from library staff and faculty that trainees of the University of Nairobi were inadequately inducted on evaluation of e-resources. The trainees hardly utilize e-resources while experiencing difficulties in evaluating sources for quality. The study examined trainees’ evaluating ability. The objective of the study was to establish trainees’ evaluating ability and utilization of e-resources. The study adopted descriptive survey design. Stratified random sampling was used to identify 370 teacher trainees and data was collected using questionnaires, interview guides and document analysis guide. Validity was ascertained using the faculty involved in teacher training processes. The instrument demonstrated high internal consistency (>.90) using test-retest method. Data was analyzed using descriptive and inferential statistical techniques to establish the relationship between trainees evaluating ability and utilization of e-resources. The findings revealed a significant statistical association between trainees’ evaluating ability and utilization of e-resources. The study recommended that a policy be formulated at the University of Nairobi requesting trainees to attend information literacy sessions conducted by the library. The trainees should be taught evaluation criteria to improve learners’ practices of assessing accuracy, currency, objectivity, coverage and authority of information that support academic tasks. Replication of a longitudinal study should be undertaken to monitor trainees’ evaluating ability from first year to fourth year.

Highlights

Utilization of e-resources is a reading culture that enables information seekers to access vast amount of information to advance creation of knowledge
The target population comprised of 3082 teacher trainees from second to fourth year enrolled in the 2016/2017 academic year, 10 librarians from Kenya Science Campus (KSC) and College of Education and External Studies (CEES) libraries, 66 lecturers, four administrators and two information skills librarians
The study revealed that trainees experienced difficulties when evaluating e-resources for accuracy, currency, coverage, authority and objectivity

Summary

Introduction

Utilization of e-resources is a reading culture that enables information seekers to access vast amount of information to advance creation of knowledge. Teacher trainees of University of Nairobi benefit from utilizing e-books and other digital resources by exposing the learners to up-to-date information that support completion of academic assignments [1]. Proliferation of e-resources requires trainees to filter unreliable documents by applying the evaluation criteria so as to utilize reliable and authentic sources. Readers conversant with evaluation criteria assess e-resources for quality of information. The evaluation criteria revolve around assessing e-resources for currency, coverage, accuracy, objectivity and authority to ensure that the information accessed support completion of trainees’ academic tasks. Information seekers competent in applying currency criteria confirm that eresources’ date of publication is up to date and support current research. Information seekers with adequate skills in applying coverage criteria confirm that all topics which the eresource purports to cover are included in the content.

Objectives

Methods

Results

Conclusion