Harry M. Kibirige

Bio: Harry M. Kibirige is an academic researcher from City University of New York. The author has contributed to research in topics: The Internet & Higher education. The author has an hindex of 3, co-authored 4 publications receiving 57 citations.

The Internet as a Source of Academic Research Information: Findings of Two Pilot Studies.

Abstract: As a source of serious subject-oriented information, the Internet has been a powerful feature in the information arena since its inception in the last quarter of the twenti eth century. It was, however, initially restricted to gov ernment contractors or major research universities operating under the aegis of the Advanced Research Projects Network (ARPANET) .( 1) In the 1990s, the content and use of the Internet was expanded to includemundane subjects covered in business, industry, education , government, entertainment, and a host of otherareas. It has become a magnanimous network of networks the measurement of whose size, impact , and content often elude serious scholarly effort.(2) Opening the Internet to common usage literally opened the flood gates of what has come to be known as the information superhighway. Currently, there is virtually no subject that cannot be found on the Internet in one form or another.

The education function in a digital library environment: a challenge for college and research libraries

Abstract: Digital libraries have been a feature of the information arena for some time. They have re‐defined the concept of “bibliographic instruction” in which the connotation “library” is implicit, but has become inadequate in a digital library context. This article relates the results of pilot studies of Internet use in academic libraries in the New York metropolitan area to the education of users in a digital library environment. It attempts to crystallize vital concepts and issues generated by interviewing users and information professionals, which could not be quantified in an earlier publication. The studies revealed an urgent need to develop user‐education programs that emphasize: the nature and various types of digital collections; interfaces; hardware and software requirements; telecommunications access modes; and making such programs part of continuing education.

Theoretical Foundations of Development Information Science

Abstract: Development information science is a discipline that was proposed by the author in an earlier article It is a new way of looking at how the education and training of information professionals may be handled with the interests of developing countries in mind It was suggested that educators especially in developing countries should devise a new course entitled "Development Information Science" The purpose of the article is to continue the discourse of the discipline and suggest an approach for laying its theoretical foundation Among the topics covered are: the generalized universe of theories; perceptions of information science theory in the west; domains of development information science; and its canons and paradigms In addition, cognate disciplines; relevance of technology transfer; need for theoretical stringency; and a search for validation of the discipline are discussed

Patterns of graduate students' information seeking behavior: a meta‐synthesis of the literature

Abstract: Purpose – The purpose of this review is to draw out patterns of information seeking behavior of graduate students as described in the empirical research published from 1997 to the present.Design/methodology/approach – A systematic search of databases for studies on information behavior and graduate students was employed in order to retrieve studies for a systematic review. Common themes that emerged from the literature were synthesized into a discussion of behavior patterns. Additionally a study quality analysis was conducted for all retrieved studies using a critical appraisal checklist for library and information research.Findings – This review revealed that graduate students begin their research on the internet much like any other information seeker, consult their faculty advisors before other people, and use libraries in diverse ways depending on the discipline studied. Additionally differences were noted between international and home students, and doctoral and master's students.Practical implication...

Librarians and the claiming of new roles: how can we try to make a difference?

Abstract: In a dynamic, information and technology‐driven society, librarians can create new roles by assessing changes in their environment, the potential effect and ways to reposition themselves. Scenario building, literature reviews, situation analysis, speculation and forecasting may be used. Librarians have a good idea of what they can offer, but are often unable to reposition themselves in time. Reasons for this generally slow reaction are speculated on and the future role of librarians (including expected knowledge and skills) is briefly reviewed. An argument is then pursued on how an educational perspective that supports a constructivist‐learning environment, portfolio assessment, and affective and metacognitive skills could support librarians in preparing for change. The value of task analysis, needs assessment, and market research are mentioned briefly. Apart from knowledge (cognitive level), teaching should focus on affective and metacognitive skills, decision‐making abilities, environmental scanning, change management and the typical personality characteristics required to survive in the cyber age (e.g. assertiveness, self‐confidence, creative thinking, and innovativeness).

Use of Electronic Resources by Postgraduate Students of the Department of Library and Information Science of Delta State University, Abraka, Nigeria

Abstract: Introduction Background to the Study Information professionals have long sought to comprehend what factors are relevant in encouraging a person to seek out information. More recently, a particular focus of inquiry has been on those factors that play a role in deciding to use the library's electronic resources to seek information as opposed to just surfing the Internet. These inquiries assume an even greater importance in light of the fact that more people are using the Internet to find information they need, information that is unmediated by the library (Kibirge, 2000). Informed library users know that libraries have resources that are more comprehensive and scholarly than most Web sites provide. Libraries provide access to scholarly literature that, as a rule, is not freely available on the Web. Often, it is in college that users become aware of libraries' resources, usually while having to write research papers. Assuming that on average most students face the same number and type of papers and assignments during their college career, it is critical to understand what makes one student use the library's electronic resources while another will not think of the library as a place to find specialized resources for their papers. One obstacle to the use of a library's resources, and in particular its electronic resources, is that they are not seen as being straightforward. In contrast to an Internet search engine, where a single keyword search will usually result in thousands of hits, no matter what the topic, in the library, students have to choose a particular database and be more selective in the search words they use. Moreover, database subjects often overlap, with differences in dates, journal and subjects covered, and whether the material is full-text or not. In addition, the library may have a print subscription to a certain title that is not full-text electronically, or the title may be accessible full-text through another database than the one originally searched. Therefore, not only do students have to find the relevant citations, but they also have to know how to locate the article after that. This means juggling many screens, many technologies, multitasking electronic jobs, and of course, knowing where to look for all this necessary information. Lastly, there is the additional confusion that more and more library databases use Web-based technologies. Because the interface is seamless there does not seem to be a visible, on the screen, difference between Web-based library resources and general Web-based resources. All of the above also assumes the student is proficient in the use of computers. It is quite clear that searching for information has become "inexorably linked to computer technology." (Jacobson, 1991). Understanding how students navigate this maze of resources is important in helping us to develop and assess pedagogy designed to instruct our students in library usage. Students are more and more Web-savvy (Kibirge, 2000), many of them having been brought up around computers and the Internet. However, they matriculate with a diversity of computer and Web-searching skills and experience. Students may not have been exposed to library resources, or not be aware of which resources a library might have, or how to make use of them. It is therefore of interest to us to try and understand what characteristics will make one student branch out and explore library resources, while another one might not. A study of undergraduates showed that they looked for the fastest way that would lead to satisfactory results when doing research, going for electronic information sources first (Valentine, 1993). These students felt uncomfortable, however, asking for help in using the library and spent frustrating hours trying to find information. Currently, with the explosion of full-text resources, it would seem even easier for the student to find a full-text database and select the articles, regardless of whether they would have been the most appropriate for their research. …

Training of library and information science (LIS) professionals in Kenya: A needs assessment

Abstract: Purpose – First, to assess the status of the job market for library and information science (LIS) professionals in Kenya and the adequacy of current curricula and training resources in LIS training institutions in the country. Secondly, to identify priority areas of training and critical IT skills required by LIS professionals in relation to current job market and performance requirements.Design/methodology/approach – Using a survey research design data was collected from various categories of LIS stakeholders: students, lecturers, professionals and employers. In total 110 subjects were selected for this study using various sampling techniques and a response rate of 76.4 per cent was achieved. Questionnaires with closed and open‐ended questions were used to collect data. This was a descriptive study and therefore descriptive statistics were used.Findings – A job market for LIS professionals in Kenya is perceived to exist. However, there is a general observation that the current LIS training programmes in ...