Journal Articles
Permanent URI for this collectionhttps://repository.bihc.ac.ke/handle/123456789/15
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Item Towards an Inclusive Digital Literacy Framework(IFLA, 2025) Mwaurah, NaomyInclusive digital literacy is essential for effective navigation of a digitized society, extending beyond technical skills to encompass critical thinking, information management, and ethical digital citizenship. Its definitions have evolved from instrumental views to nuanced approaches that acknowledge the interplay between technology, society, and education. The transition into the digital age, accelerated by Industry 4.0 and the COVID-19 pandemic, highlights digital literacy as a primary means of employment and a necessary 21st-century skill. Despite digital inclusivity incentives, adapting remains a challenge for those with limited access or skills. Supporting SDGs 4, 5, and 10, developing an inclusive digital literacy framework is paramount, requiring a multi-faceted approach involving policy, instructional design, and resource allocation to bridge disparities. This paper, through a qualitative literature review, addresses barriers to digital inclusion, assesses existing digital literacy models, and proposes inclusive strategies. Key barriers include the socio-economic divide, the digital divide, educational and skills gaps, and psychological and cultural factors. Existing models, such as the G20 Digital Literacy Simplified Model, DigComp, UNESCO Media and Information Literacy Framework, Digital Literacy Framework for Citizens, Maturity Model for Digital Literacies, Framework for Digital Fluency, and DigiLit Framework, each have strengths in defining competencies but limitations in addressing diverse contexts, foundational skills, or practical implementation for marginalized communities. Proposed inclusive strategies emphasize understanding the landscape of digital literacy by identifying target audiences, assessing needs, analyzing barriers, and reviewing existing resources. An inclusive digital literacy framework, designed with UDL principles, culturally relevant, multilingual, and accessible modular curriculum with real-world applications, is vital for bridging the digital divide. It promotes digital empowerment, adaptable learning, cultural relevance, and equitable access. Successful implementation requires multi-stakeholder collaboration and continuous evaluation to ensure all individuals can participate in the digital age, fostering equity and socio-economic development.Item Suitability of the current Kenyan LIS curriculum for the digital ag(KLISC Journal of Information Science and Knowledge management, 2025) Mwaurah, Naomy; Gathama, Purity; Namande, Ben WekalaoOver the years, the Library and Information Science (LIS) profession has continued to evolve both in theory and practice. Now, the “custodian librarian” has grown into a “knowledge manager” and a “digital librarian.” Therefore, there has been an increasing need to revamp the LIS curriculum to respond to the changing roles of the LIS professions. This study aimed to assess the suitability of the current Kenyan LIS curriculum for the digital age. In carrying out the investigation, a descriptive survey design was used. The study sample population included 7 heads of LIS departments from 7 of the oldest universities offering LIS degrees and 58 university librarians. Semi-structured questionnaires were used to collect data. Varying responses were given by respondents concerning satisfaction with the current LIS curriculum, its alignment with emerging technologies in the LIS field, and how prepared the LIS graduates were for the roles of librarianship. The responses revealed a skill mismatch, and therefore respondents suggested the inclusion of more ICT-related courses in the LIS curriculum. It was further reported that the LIS curriculum does not sufficiently address current job market requirements. Curriculum review and changing the learning objectives to take into account new emerging trends that translate into best practices are paramount. The study therefore recommended collaborative reviewing of the LIS curriculum, standardization, and harmonizing the LIS curriculum across institutions to ensure students graduate with similar competencies. This, therefore, calls for LIS educators to assess the LIS curriculum to ensure it is aligned to current market needs.Item Accuracy of references in the Kenya Eye Health Journal Volume 1 Number 1(Kenya Eye Health Journal, 2025) Nyambura, Gathama; Mwaurah, Naomy; Miriti, Anderson; Mwangi, NyawiraBackground: Accurate referencing is essential in academic and research publications, ensuring objectivity, rigor, and credibility. Such referencing provides context, builds on existing work, strengthens the reliability of articles, and guides readers to relevant sources. Errors in referencing pose a challenge in information retrieval and reduce access to information. This study aimed to evaluate the accuracy of references in articles published in Issue 1 of the Kenya Eye Health Journal (KEHJ). Methods: References from articles published in KEHJ Issue 1 were extracted and analyzed for accuracy of bibliographic elements such as author, title, publisher, place of publication, year of publication, volume, issue, and page number, along with adherence to the Vancouver referencing format. Descriptive analysis was used to quantify the frequency and distribution of errors. Result: All the 89 references from 7 articles were analyzed. Journal articles 69(78%) were the most frequently referenced. Two of the seven articles contributing 25/89 (28%) references did not use the Vancouver referencing style. Among the 50 (56%) references that followed the recommended referencing style, 15(30%) were incorrectly formatted. The most common errors were author list (26%), omissions of DOI (45%), and errors in year of publication (15%). Conclusion: The findings revealed gaps in adherence to journal author guidelines and errors in referencing accuracy. These inaccuracies highlight the need for training among authors, peer reviewers, and editorial teams to improve referencing consistency. Implementing strict verification measures and providing clear referencing support such as engaging information scientist and embedded video tutorials can help mitigate these errors.