Guidelines for Improving Library Services at Kibuli Senior

GUIDELINES FOR IMPROVING LIBRARY SERVICES AT KIBULI SENIOR

SECONDARY SCHOOL LIBRARY

NAKAMANYA HUMU SALAMAH

16/U/8519/EVE

216003198

A PROJECT REPORT SUBMITTED TO THE EAST AFRICAN SCHOOL OF LIBRARY AND INFORMATION SCIENCE IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF A BACHELOR DEGREE IN LIBRARY AND INFORMATION SCIENCE OF MAKERERE UNIVERSITY

AUGUST, 2019 DECLARATION

APPROVAL

DEDICATION

I dedicate this research to my Parents Mr. Kayondo Siraj and Mrs. Nabukenya Janat for their loving support throughout the entire course

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ACKNOWLEDGEMENT

I thank the Almighty God for the knowledge and wisdom granted to me throughout my studies and particularly during the research process.

My appreciation goes to my beloved parents, brothers and sisters for the moral and financial support they rendered towards my studies, may the Almighty God reward you all.

I would love also to extend my heartfelt appreciation to my research supervisor for the support and guidance during my research for without her it wouldn’t have been easy.

Finally, I would love to acknowledge all my friends especially: Navvulu Aisha and Nabasirye Joyce who gave me a helping hand during this exercise and may the Almighty God reward them abundantly.

LIST OF ABBREVIATIONS

AASL American Association of School Librarians.

ALA American Library Association

ICT Information and Communication Technology

IFLA International Federation of Library Associations

KSSS Kibuli Senior Secondary School

UNESCO United Nations Educational, Scientific and Cultural Organization

TABLE OF CONTENTS DECLARATION ...... i APPROVAL ...... ii DEDICATION ...... iii ACKNOWLEDGEMENT ...... iv TABLE OF CONTENTS ...... vi LIST OF FIGURES ...... ix LIST OF TABLES ...... x ABSTRACT ...... xi CHAPTER ONE: INTRODUCTION ...... 1 1.0 Introduction ...... 1 1.1 Background to the Study ...... 1 1.2 History of Kibuli Senior Secondary School ...... 3 1.3 Problem Statement ...... 4 1.4 Purpose of the Study...... 4 1.5 Specific Objectives of the Study ...... 4 1.6 Research Questions ...... 4 1.7 Significance of the Study ...... 5 1.8 Scope of the Study...... 5 CHAPTER TWO: LITERATURE REVIEW...... 7 2.0 Introduction ...... 7 2.1 Current Status of School Library Services ...... 7 2.3 Management of School libraries ...... 11

2.4 Challenges of providing school Library Services ...... 15 2.4.3 Furthermore, a study by World Bank (2008) observed some of the following challenges facing school libraries in Africa...... 15 2.5 Suggested guidelines for improving library services in school libraries ...... 16 2.5 Research Gap ...... 17 CHAPTER THREE: METHODOLOGY ...... 18 3.0 Introduction ...... 18 3.1 Research Design ...... 18 3.2 Population ...... 18 3.3 Sampling ...... 19 3.4 Sampling Method ...... 19 3.5 Sample Size...... 20 3.6 Data Collection Methods ...... 22 3.6.2 Interview ...... 22 3.6.3 Observation ...... 22 3.7 Data Collection Instruments ...... 23 3.8 Data Quality control ...... 24 3.9 Data Analysis ...... 24 3.10 Ethical Considerations ...... 25 3.11 Limitations to the Study ...... 25 CHAPTER FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ..... 26 4.0 Introduction ...... 26 4.1 Bio-data of Respondent ...... 26 4.2 Distribution by Gender ...... 26 4.3 Distribution by Education Level ...... 27 4.4 Current status of library services at Kibuli SSS library ...... 27 4.6 Challenges encountered in the provision of library services at Kibuli SSS Library ...... 36 4.7 Measures that can improve the library services provided at Kibuli SSS library ...... 39

CHAPTER FIVE: GUIDELINE FOR IMPROVING LIBRARY SERVICES AT KIBULI SENIOR SECONDARY SCHOOL LIBRARY ...... 40

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5.0 Introduction ...... 40 5.1 Funding ...... 40 5.2 Space...... 40 5.4 Information materials ...... 40 5.8 Acquisition of more computers ...... 41 5.10 Provision of library services using technology ...... 42 CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS ...... 43 6.0. Introduction ...... 43 6.1. Summary of findings ...... 43 6.2. Conclusions from findings ...... 44 6.3. Recommendations ...... 44 6.4. Areas for Further Study ...... 45 REFERENCES ...... 46 APPENDIX 1: QUESTIONNARE FOR LIBRARY USERS (STUDENTS/TEACHERS) ...... 50 APPENDIX 111: OBSERVATION GUIDE ...... 55

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LIST OF FIGURES

Figure 1: Distribution of respondents by gender ...... 26

Figure 2: Education Level pursued by respondents ...... 27

Figure 3: Kibuli SSS library offers information resources ...... Error! Bookmark not defined.

Figure 4: Information services offered at Kibuli SSS Library ...... 30

Figure 5: Reasons for visiting the library ...... 34

Figure 6: Management of Kibuli SSS Library ...... Error! Bookmark not defined.

Figure 7: Shows challenges students face in using library services at Kibuli SSS Library ...... 38

Figure 8: Measures that can improve the library services provided at Kibuli SSS library ...... 39

LIST OF TABLES

Table 1: Shows the population and sample size ...... 21

Table 2: Duration of accessing information resources from school library ...... 29

Table 3: The awareness means about the services offered by Kibuli SSS library ...... 33

Table 4: Information resources offered by Kibuli SSS library ...... Error! Bookmark not defined.

Table 5: Requirements for accessing information resources at Kibuli SSS library...... Error! Bookmark not defined.

ABSTRACT

A study was carried out on Guidelines for improving library services at Kibuli Senior Secondary School Library (KSSS). The specific objectives included; to establish the current status of library services, to find out how the various library services are managed, to identify the challenges in providing library services at KSSS and to propose the best guidelines for improving library services at KSSS.

The study employed a case study research design and data was collected from a sample of 92 respondents. Purposive sampling was used to collect data from the teachers and the librarians while stratified sampling was used to collect data from the students. Questionnaires, interview guides and observation guides were used to obtain data from the respondents.

The study revealed that reading space services and book lending services were the most library services offered at Kibuli SSS Library. Inadequate reading space was the most challenge encountered in the provision of library services at Kibuli SSS Library. Other challenges included inadequate ICTs, restricted reading hours, outdated information materials, busy schedule of the school and loss of library cards by the students.

The study also revealed the need to increasing reading space in KSSS library, to provide adequate time to users, to purchase more computers and to stock update in order to improve the library services provided at Kibuli SSS Library.

The study was concluded with the following recommendations; the guidelines for improving library services at Kibuli SSS Library such as; increase the funding of the school library especially purchase of more computers, increase reading space and reading hours, digitization of the library, introducing displays and document delivery services, ensure that the library property is properly protected by restricting access and providing guideline usage in the library.

CHAPTER ONE: INTRODUCTION 1.0 Introduction This chapter focuses on the background of the study, problem statement, purpose of the study, objectives of the study, research questions, scope of the study, significance of the study and definition of operational terms.

1.1 Background to the Study A school library is a schools’ physical and learning space where reading, inquiry, research, thinking, imagination and creativity are essential to student’s information –to-knowledge and to their personal, social and cultural growth (IFLA, 2009). Arua and Chinaka (2011) stated that school library information resources are seen as all inputs which are utilized in the library in order to provide good learning environment for students and teachers so as to be able to achieve educational goals.

The IFLA/UNESCO School Library Manifesto (2009) identified three fundamental beliefs that are at the core of the establishment and functioning of school libraries and these are; the provision of information is essential in today's society as it is becoming more and more information and knowledge based society; there is the need for a competent school librarian to equip students to acquire literacy skills enabling them to live as useful and responsible citizens and when school librarians and teachers work together students achieve higher level of literacy, reading, learning, and problem -solving.

Fakomogbon, et al., (2012) said that a school library helps to support the school curriculum by providing up-date information to keep teachers and students a breast of new development. The library also promotes the development of reading skills and encourages long term learning habits through reading, listening to and viewing a range of learning materials. Effective school libraries provide additional reading opportunities for students, which in turn improve reading skills, knowledge, and writing and clarity of expression, which in turn support student performance in all other curriculum subjects (World Bank, 2008).

The American Association of School Librarians (AASL) observed that school libraries are crucial to the development of educational skills with their provision of physical and intellectual access to the information resources which are vital for learning (AASL, 2012). School libraries

1 developed from converted classrooms filled with curriculum materials to multimedia learning centers. More than 60 impact studies from the first in New Jersey (Gaver, 2014) to the most recent in (Katchel & Lance , 2016) consistently reported that students in schools with centralized libraries managed by qualified librarians scored higher in standardized tests than students without centralized libraries or qualified librarians. School libraries, as learning laboratories, allow students to interact directly with library materials and acquire research skills for future academic pursuits (Unagha, 2008). Moreover, school libraries give students the chance to read about other cultures to broaden their minds, and opportunities for voluntary reading which are crucial for the development of the enjoyment of reading, which has positive benefits on learning (Nassimbeni and Desmond, 2011).

School libraries consistently measure the performance of school library service quality for continuous improvement of the students’ performance (Oluwunmi et al., 2016).This is because students are directly involved in the education process hence it is essential to sample their views on the quality of services as well as the quality of education.

One of such facilities in educational institutions is that students’ opinion should be sought for maintaining academic excellence is the library (Oluwunmi et al., 2016). An effective and efficient library system is expected to contribute significantly to students’ development (Charles, 1986). According to Nwalo (2013), a library is effective when it is able to meet its users’ needs relative to its goals and objectives. A school library forms part of the main components of every school and hence, if under resourced, it will undermine the very purposes of the school (Khan and Zaidi, 2011).Mamman, Conrad and Odie (2013) noted that good school library services include current literature, in any form, conducive environment and accessibility using current technologies.

1.2 History of Kibuli Senior Secondary School Kibuli Secondary School is located on Kibuli Hill, in Makindye Division, in the south-central part of the city of Kampala, Uganda's capital and largest city. It was founded in 1959 when Prince Badru Kakungulu, a Buganda Royal, who lived during the early 20th Century, donated the 80 acres (32 ha) on Kibuli Hill, where the school was constructed (Kibuli SSS. 2018:

The school is affiliated with the Muslim faith, but admission is based on academic performance and is open to any interested student, regardless of religious beliefs. The school has a reputation of being a leading academic center with a history of sporting achievements (Kiyonga, 2014).

Kibuli Secondary School is a co-educational boarding and government aided secondary school. The school motto is “seek knowledge” and the mission is to produce a morally educated individual with skills and knowledge for self and national development. The school mission is to produce a morally educated individual with skills and knowledge for self and National development (Kibuli SSS, 2018: Online). The school core values are; god fearing, integrity, tolerance, adherence and respect of person and property.

The school attracts students not only from Uganda, but even from the neighboring countries like Kenya, Tanzania, Rwanda, Somalia, and Sudan (Nalubwama, 2016). Currently the school population is 1541 with 4 streams per class from senior one to senior four and two streams for the sciences and one for Arts from senior five to senior six. The official medium of communication is English, the official language in Uganda.

Kibuli Secondary School Library is the library that was set up to support the study, teaching, and information needs of Kibuli Senior Secondary School community which includes the students and the staff. The library provides a variety of information materials in all the various disciplines for example Geography, Mathematics, English, Biology, literature among others. It also provides a number of reference materials such as dictionaries, encyclopedias, gazetteers, maps, globes plus religious books like holy bibles for Christians and Qurans for the Muslim faith.

The school library is responsible for various activities such as; lending and receiving of information, stamping of information materials, registration of users, classification, shelving of information materials, ordering and acquisition, stock taking and security maintenance. School library resources like books, academic journals, audio visual material and other material needed

3 for education and research are collected, classified and organized systematically, and are made available for practical uses.

1.3 Problem Statement Kibuli SSS library is responsible for the provision of a variety of services to users such as circulation of library materials and information literacy services among others. Students need information materials in the form of books and other non-book materials to enable them accomplish their studies. However according to KSS Library statistics book, a small number of students visit the library to access services because of the poor services such as the outdated books that the library provides. Fakomogbon, et a/., (2012) stated that lack of standard school library with relevant information resources which students could use for their studies could be one of the major causes of mass failure in the school. Therefore this study is aimed at developing the guidelines for improving library services at KSS that will help the library to fully, put to use, ease accessibility to information materials and improve on the librarian services.

1.4 Purpose of the Study The purpose of the study was to develop guidelines for improving library services at Kibuli secondary school library. 1.5 Specific Objectives of the Study 1. To establish the current status of library services provided at Kibuli SSS Library. 2. To find out how library services at Kibuli SSS Library are managed. 3. To identify the challenges of providing library services at Kibuli SSS Library. 4. To propose the best guidelines for improving library services at Kibuli SSS Library

1.6 Research Questions 1. What is the current status of library services provided at Kibuli SSS Library? 2. How are library services at Kibuli SSS Library managed?

3. What are the challenges of providing library services at Kibuli SSS Library?

4. What would be the best guidelines for improving library services at Kibuli SSS Library?

1.7 Significance of the Study The study shall have a great contribution to the body of knowledge. Academicians may use it as a useful addition to the body of the available information on the guidelines for improving library services.

The study shall help policy makers to come up with polices that will help in improving library services.

The study shall enable the researcher to develop skills in gathering information and creating new knowledge and in a partial fulfillment for the award of degree in Bachelor of Library Information Science of Makerere University.

The study shall help the management of Kibuli SSS to be in position to address the gaps existing in the school library regarding challenges of providing library services. The study shall also help school administrators to gain an insight on how to improve library services.

1.8 Scope of the Study This included the content scope, time scope and geographical scope.

1.8.1Content Scope The study was limited to the guidelines for improving library services at Kibuli Senior Secondary School library.

1.8.2 Time Scope This study took a period of six months from March – August 2019.

1.8.3 Geographical Scope The study was carried out at Kibuli Secondary School which is located on Kibuli Hill, in Makindye Division, in the south-central part of the city of Kampala, Uganda's capital and largest city.

1.9 Definition of Operational Terms 1.9.1 School library: Lonsdale (2007) defined a school library as a building within a school where students, staff, and often Parents of a public or private school have access to a variety of information resources.

1.9.2 School library services: Shrestha (2008) refers school library services to the facilities which are provided by a school library for the use of the books and the dissemination of information.

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction This chapter focuses on the literature from several authors and studies conducted in relation to the provision of library services in school libraries. Literature was reviewed according to the objectives of the study which were to; establish the current status of library services, find out how the various library services are managed, identify the challenges in offering library services and to propose a set of guidelines that can be in improving library services in school libraries

2.1 Current Status of School Library Services The school library has been defined as a library in a public or private elementary or secondary school that serves the information needs of its students and the curriculum needs of its teachers and staff, usually managed by a school librarian or media specialist (Reitz, 2007).

An adequate school library is the heart of a school learning community. It provides a flexible place for learning, where project work, individual study, research, reading and the teaching of ICT can all take place (Lonsdale, 2003).The school library must provide library and information services that enable students to satisfy their information needs. Telia, et al. (2009) stated that school libraries provide facilities and services necessary for the success of all formal programs of instruction, open the door of the world of knowledge that lies beyond the boundaries of one field of study and bring information materials and sharpening of student’s intellectual curiosity.

Such facilities include the provision of recorded knowledge relevant to their academic and recreational needs and available in various formats, organized and managed appropriately by trained personnel. These are in print as well as non-print e.g. video, audio, films, microforms or e-format (Ojoade, 1992). Lonsdale (2003) pointed out that adequate school libraries motivate pupils and stimulate learning and creativity as well as support teachers in adopting a broad range of teaching strategies.

In 1999, IFLA/UNESCO developed a school library manifesto, whose main purpose was to help create adequate school libraries which fulfill their objectives by developing policies and services, selecting and acquiring resources, providing physical and intellectual access to appropriate

7 sources of information, providing instructional facilities, and employing trained staff (IFLA/UNESCO 2002).

In Africa in general, were the need for education has been recognized, the need for school libraries in many countries has not. For instance, Kakoma (1997) noted that, for most of the countries in the Africa, the battle for establishing the school library, which contributes to the image of a good school, needs to be started from the drawing board.

According to a study conducted by the World Bank (2008), the lack of adequate provision for secondary school libraries was a serious issue for secondary education. According to World Bank (2008), of the countries reviewed (which included Togo, Cameroon, Rwanda, Cote d’Ivoire, Mali, Burkina Faso, Senegal, Lesotho, Kenya, Tanzania, Malawi, Uganda and Botswana), only Botswana had a good basic secondary school library system in all schools.

To establish the status or the current standing or condition of the school libraries is essential for it in turn helps to point out areas that need strengthening, action or a total shift in direction as regards the school libraries in an attempt to create adequate libraries in line with the IFLA/UNESCO school library manifesto. Popoola (2008) identified the following services that are peculiar to most school libraries.

2.2.1 Types of School Library Services

2.2.1.1 Referral and reference services in school libraries Reference and referral services are designed to assist the user with his/her research; to provide information on available library services and resources and how best to access and use them (Lindiwe, 2014). Reference and referral services are services that many school libraries have failed to provide effectively, as sometimes the school does not have the information that the learners want to use in their reference section (Lindiwe, 2014). This information gap then needs to be filled by school libraries or other information centres. Teacher-librarians can help these students by networking with other information centres through the use of the Internet, telephone, normal postal services, or through inter-library loans to find the information that they need (Popoola, 2008).

2.2.1.2 Provision of information materials in print form

Information provision has to do with providing the user with relevant information by means of selection, evaluation, and interpretation (Telia, et al, 2009). For Telia, et al (2009) every school library needs to provide information resources in print form; a school library without original documents in the form of books, journal articles, dictionaries and encyclopedias, will not survive since many schools still don’t have enough or any computers to enable their learners to access resources online. Most South African students rely on print materials as they cannot access online information while they are at home, as many come from poor economic backgrounds and cannot afford computers (Abram, 2007). Therefore print materials are still necessary in school libraries.

2.2.1.3 Lending services in school libraries Lending services deal with checking materials in and out, discarding material, and renewals. Lending services in school libraries allow learners to take information out of the library and use it outside the library. Each school library has its own regulations governing the lending of materials (Popoola, 2008). For example, a learner may only be able to borrow a limited number of items at a time, and students are granted permission to loan library materials only if they are registered in the school. In the event that the user does not return materials by their due date, some sanctions may apply, such as fines, replacement charges and suspended borrowing privileges (Lindiwe, 2014).

2.2.1.4 Online services in school libraries Online services refer to the provision of services and information on the Internet (Prevost, 2009). Prevost recommends that in order to develop a balanced collection that provides necessary support for resource-based teaching and learning in school libraries, the teacher-librarian must include access to a variety of electronic media in the school library collection, especially online access, to meet the diverse needs of learners in an information-based society. Online communication operates like a telephone system; a caller sends a message and expects an immediate response from the recipient. In his

9 study, Prevost (2009) found that more students enjoyed using the internet to get information for their school studies and assignments, and observed that when the school library provided Internet access in the library, learners used the library to search for information more often. Prevost concluded that learners are more encouraged to complete their research and school work if they are given access to online information (Lindiwe, 2014).

2.2.1.5 Information Literacy Services in school libraries Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information (Shrestha, 2008). Information Literacy Services enable the school library staff equip users with enough knowledge on the use of the school library. When users are enlightened on the use of the school library they will be able to use the school library effectively and efficiently (Popoola, 2008). Through information literacy services the user is able to get any information he/she desires as well as developing the skills to use the resources of the library independently. This could be done by one-to one session, school library orientation tours and through classroom instructions (Hajar and Abazari, 2011).

2.2.1.6 Information Materials in school libraries School libraries hold a number of information materials which are important to the users of different levels of specialization. The information materials in a school library include text books, magazines, novels, newspapers, dictionaries, drawings and pictures among others.

Dewey(2011) identifies some of the information materials which can be found in a school library and these are Fiction books, Non-fiction books, Journals , Magazines and newspapers, reference materials, Audio visual materials , Toys , CD-ROMs , Braille materials. Dewey,

(2011) goes on and recommends that information resources are better utilized when relevant facilities such as reading tables, chairs, book shelves, ICTs among others are available in order to render necessary services to users and to enhance user's overall satisfaction.

2.3 Management of school libraries Arua and Chinaka (2011) stated that school library information resources are seen as all inputs which are utilized in the library in order to provide good learning environment for students and teachers so as to be able to achieve educational goals. Proper management of information resources and services provision in school libraries is essential in fulfilling the goals of a school. Popoola (2008) identified the following strategies that are crucial to most school libraries.

2.3.1 School library collection development According to Loertscher (2002) choosing materials for school libraries requires more attention now than in the beginning when much less funding was available to purchase items. This, though, may vary from country to country and may not be the case for developing countries where there is little or no government support for school libraries.

The goal of collection development should be to provide access to carefully selected and systematically organized information at the local level, offering diverse learning resources representing a wide range of subjects, levels of difficulty and formats. Other goals are: the establishment of systematic procedures for acquiring information and materials outside the library media center and the school through such mechanisms as electronic networks; interlibrary loan and cooperative agreements with other information agencies and providing instruction in using a range of equipment for accessing local and remote information in any format (Harloe & Budd 1994).

Collection development in school libraries has its own challenges. Paul (2002) noted that when governments routinely underfund education and when administrations slash library budgets, a depressed and discouraged teacher librarian is the common result. They may probably be required to initiate fundraising initiatives for the library in consultation with other role players. He further stressed that librarians need to develop a collection map in order to note areas that are a priority during acquisition. According to Him collection maps not only show the direction in which to grow, but also show how to get there. Without such a map, collections run the risk of

11 being less focused and lacking depth in key areas hence the collection may reflect the interests of the teacher librarian rather than the needs of the curriculum and the users.

The introduction of electronic resources has opened up a new era of resourcing for school libraries. The nature of the electronic collection, relying as it does on networks and strong infrastructure, places more challenges in the way of the teacher librarian since they have to ensure the overall package is the best combination to reflect the users’ needs (Debowski 1999).

Therefore to effectively develop and manage a school collection that is responsive to users, it is important for the librarian to formulate a collection development and management policy since the heart of the library lies in its collection (Feng, 1979).

2.3.2 School library budgeting According to Shretha (2008), in order to ensure that the school library receives a fair share of the school’s financial resources, the following points are important: understand the school budgeting process, be aware of the timetable for the budget cycle, know who the key staff are, and also make sure that the needs of the library are identified. The components of the budget plan include an amount for new resources (e.g. books, periodicals and non-printed material); an amount for promotional materials (e.g. posters) , an amount for stationery and administrative materials an amount for promotional events the costs of using ICT equipment, software and licensing costs, if these are not included in a general ICT budget for the school.

As a general rule, the school library budget should be at least 5% of the per student expenditure for the school system, exclusive of all salaries, special education expenses, transportation and capital improvement funds ( Mamman, Conrad and Odie,2013). Spending of the budget should be carefully planned for the whole year and be related to the policy framework. Annual reports should throw light on how the school library budget has been used and clarify whether the amount of money spent on the school library has been enough to cover its tasks and attain the policy targets.

2.3.3 School library Staffing According to Loertscher (2002), the role of the school librarian is to collaborate with students and other members of the learning community, to analyze learning and information needs, to

12 locate and use resources that will meet those needs and to understand and communicate the information and also provide the resources.

The American Library Association (ALA) (2006) reported that the success of any school library program, no matter how well designed, depends ultimately on the quality and number of the personnel responsible for the program. A well-educated and highly motivated professional staff, adequately supported by technical and clerical staff, is critical to the endeavor.

The American Association of School Librarians (2010) indicated four major roles of a school librarian. First, as a teacher, the librarian collaborates with other educators and with students to analyze lessons and information needs. As an instructional partner, the librarian joins teachers to identify links between the curriculum and student needs. He/she helps bring together electronic and print resources to assist in learning outcomes and student achievement. As an information specialist, the librarian provides leadership and expertise in acquiring information resources in a variety of formats. As program administrator, the librarian works collaboratively with educators and students to develop library policies and guide all activities of the library.

The staffing function is very important in the school media program as it aims to obtain competent personnel while also providing a favorable environment most conducive for better performance

2.3.4 Material processing The school library is responsible for processing of the information materials, shelving and finally disseminating the information to meet the student’s needs. School libraries ensure that materials are made available to students and teachers by checking materials that are received and preparing them for processing. The school librarians are engaged in putting barcode on the book and creating a spine label that correctly indicates where the book is located. According to Smith (2002), school librarians add additional information such as a reading program levels or fiction series; also stamp the material with the school library’s stamp. Once all appropriate labels have been placed on the material and the record matches, shelve the item in the correct location or on a special display that showcases new arrivals.

2.3.5 Provision of Services that support the school curriculum

Fakomogbon, et al.. (2012) observed that school library help to support the school curriculum by providing up-date information to keep teachers and students abreast of new development. The school libraries also promote the development of reading skills and encourage long term planning habits through reading, listening to and viewing a range of learning materials. Effective school libraries provide additional reading opportunities for students, which in turn improve reading skills, knowledge, and writing and clarity of expression, which in turn support student performance in all other curriculum subjects (World Bank, 2008). However, Uganha (2018) revealed that the inadequacy of relevant information resources in school libraries contributed to low levels of student performance. In order for school libraries to attain good height and achieve their goals, they must offer qualitative services and set objective such as to achieve high level of students’ satisfaction, and ensure the survival of their schools. Bamigbola (2013) emphasized that the ever changing technological innovation has changed school library' functions and services and technology has influenced school library activities ranging from information capture, acquisition, organization, storage and dissemination of information to students, Mamman, Conrad, and Odie(2013) observed that effective provision of school library services would help to educate some students who do not know the work of school librarians and expose them to services that the school library provides.

2.3.6 Use of ICTs in school libraries Zarruminai (2004) stressed that it is true that technologies are important and school librarians need to make effective use of technology in order to improve the services to users. Zarruminai (2004) reported that some students have already mastered the basic operation of computers and networking. He adds that; some of them are even better than the teachers. Bamigbola (2013) opined that with the advent of information and communication technology, the role and position of school libraries has changed and that there is a shift from traditional information environment to an e-environment. Popoola, (2008) noted that school libraries should provide hybrid services to their students. He recommended that hybrid services should be introduced as alternative variations from the traditional school library services. According to Him School libraries must provide services that are convenient, accessible and meet the information of users effectively and efficiently and this could be achieved through the provision of traditional and hybrid services.

2.4 Challenges of providing school Library Services 2.4.1 Inadequate funding of school libraries Funding of school libraries today is becoming a big problem whereby school libraries are having small budgets allocated to the provision of library services. (Abram, 2007) emphasized that funding for academic school libraries in Africa is financed from the budgets of their parent institutions. Arua & Chinaka (2011) concurs that 90 per cent of the funds for school libraries in Africa is derived mostly from government allocation. However, According to World Bank (2008), there is little or no government financial support on school libraries which leaves most of the burden of school library financial support on parents who are already overstretched with the other costs of secondary education.

2.4.2 Inadequate and outdated library materials Nimsomboon and Nagata (2013) found out that most problems users encounter in school library is material inadequacy and out datedness of information resources (books, journal, newspaper, computer terminals).Gaver (2014) revealed that the inadequacy of relevant information resources in school libraries contributed to low levels of student performance. Adeyemi (2009) in Nigeria found that poor quality of school library resources, scarcity of current reading and research materials were the challenges facing students in using school libraries. Also According to World Bank (2008), in school libraries where library collection exists it is generally old and often irrelevant to current curricula and teacher/student interests. More often than not there is virtually no appropriate collection available at all and there are rarely budgets for stock upgrading or replenishment.

Furthermore, a study by World Bank (2008) observed some of the following challenges facing school libraries in Africa.

Lack of sufficient library premises, which are usually just converted classrooms with insufficient space, shelving, furniture, equipment or security.

Where library collection exists it is generally old and often irrelevant to current curricula and teacher/student interests. More often than not there is virtually no appropriate collection available at all and there are rarely budgets for stock upgrading or replenishment.

Heavy collection wear and tear, theft, loss and damage etc caused by poor security, pest and fungal damage, theft, and so forth.

Lack of understanding by both teachers and students of the role and function of a school library and thus an increasing inability to use libraries properly even if they are well established.

Untrained school librarians and poor training and overloading of teacher librarians.

Poor library management systems. For overstretched and poorly paid teachers the workload involved in selecting, ordering, receiving, cataloguing, managing loans and returns, re-shelving, repairs, and so forth is simply too much and even when funds are available basic management systems are often not up to standard.

2.5 Suggested guidelines for improving library services in school libraries Nimsomboon and Nagata (2013) noted that the top five expectations from the library of all user groups are the same attributes and these are; to find information that match their needs with convenient accessibility via modern equipment as well as expect to find the quiet place for study, they expect library staff with service mind and knowledge to help them when they encounter service problems , the users also expect to find information by their own as the attribute Instruction in user and/or training sessions when needed is ranked very low in all user groups document delivery.

2.5.1 Using the library services manual Katchel & Lance (2016) gave some of the hints for a successful and stress-free provision of library services and these are; read the manual, check the equipment, run a trial on delivery of services of a small collection, clarify the physical processes, decide which collections to be inventoried, decide when post-provision tasks are to be done, ensure all processes are understood by staff and clearly documented, shelf read before starting, create a checklist indicating the order in which tasks are to be completed, and enjoy the task, it can be very rewarding.

2.5.2 Adopting new technologies Provision of services in school libraries should be accompanied with new technologies like use of e-resource to support and simplify the work of librarians. Lonsdale (2007) stressed that new

16 technologies have always been of interest to the library professionals both for the potential of increasing the quality of service and for improving the efficiency of operations.

2.5.3 Understanding students’ needs School libraries should take relevant steps in understanding the various needs of students. Fakomogbon (2012) emphasized that information professionals are committed to understanding and defining student needs and trying to meet them effectively. IFLA (2015) stated that these guidelines have been widely used to assist in the training, development, and/or evaluation of librarians and staff who provide information services directly to library users.

2.5.4 Acquiring more computers in the library Library information for future generations can only be possible if it is digitized and stored in an electronic media which is small, portable and secure. Gone are the days when one had to store bulky books which occupy a lot of space (Mamman, Conrad and Odie, 2013).

2.5.5 Designing the library information systems Mamman, Conrad and Odie (2013) revealed that with the proposed school library information system there was significant improvement in service and use of school library facilities. The librarians can easily locate a literature source, tell who borrowed what books, when and when is it due returning. Bhupendra (2008) states that a system provides with following solutions, it provides better and efficient service to members, reduce the workload of employee, faster retrieval of information about the desired book, provide facility for proper monitoring reduce paper work and provide data security, all details will be available on a click.

2.6 Research Gap Although the literature offers considerable guidance on improving library services in different school libraries, most school libraries are lagging behind with the provision of services which meet the users’ needs. According to Popoola, (2008), the library is been identified as the most heavily consulted information source. However school libraries do not fulfill their roles in meeting the changing information needs of users across the World. Kibuli Senior Secondary School Library is still among those school libraries without specific guidelines for the provision of library services.

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction In this section, the study provides the methods that will be used to collect data from the respondents in order to address the research problem. The section deals with the research design, population of the study, sample size, sampling method, data collection methods and instruments, sources of data, procedure of data collection, data analysis, ethical considerations and limitations.

3.1 Research Design According to Kombo and Tromp (2006), a research design can be regarded as an arrangement of conditions for collection in a manner that aims at combining relevance with the research purpose. The researcher applied a case study research design. A case study research design is a scientific method which employs both quantitative and qualitative approaches.

According to Kombo and Tromp (2006), a case study is widely used because it provides insights that cannot be achieved by other approaches. It permits marriage of diverse techniques within the same study. In addition, it helps to generate new understandings, explanations or hypotheses about the problem.

Both qualitative and quantitative methods were used in order to reduce bias. Qualitative approaches were helpful in interpreting people’s opinions, perceptions. The quantitative data also gave narrative and descriptive information that explained and gave deeper understanding and insight into a problem.

On the other hand quantitative approach was used because of its flexibility form of multiple scale and indices focused on the same construct which allowed many responses from different respondents.

3.2 Population Population refers to the complete set of individuals (subjects), objects or events having common observable characteristics in which the researcher is interested in studying (Berges, 2017). The target population of the study was 1583(40 teachers, 1541 students and 2 librarians).

3.3 Sampling Kothari (2014) defines sampling as the process of selecting a sample from a population, where the sample is a subset of the population. In sampling a section of the population is selected to represent the entire population. Sampling is the method of selecting a number of individuals or objects from a population such that the selected group contains elements representative of the characteristics found in the entire group. Runesons (2017) noted that by sampling, the primary goal of researchers is to get a small collection of units from a much larger collection or population, such that the researcher can study the smaller group and produce accurate generalizations about the larger group.

3.4 Sampling Method Sampling is the process of choosing a representative portion of the entire population. It involves selecting a group of people, events; behaviors or other elements with which to conduct a study. Purposive sampling was used to sample 16 school staff (14 teachers and the 2 librarians). Agyedu et al. (2010) suggested that in purposive sampling; the researcher uses his or her own judgment about which respondents to choose, and picks only who best meet the purpose of the study. Purposive sampling was used because it enabled the researcher select the respondents who provided relevant and valuable information for the study.

Stratified sampling was used for the case of sampling the library users (78 students). Stratified sampling is a probability sampling technique where the researcher divides the entire population into different subgroups or strata, then randomly selects the final subjects proportionally from the different strata (Berges, 2017). The students were selected using a stratified sampling method where the population was divided into 6 non-overlapping groups called strata. Each class from senior one to six had 13 representatives hence making a total of 78 students.

Table 1: Shows how stratified sampling was used

Class Sample size Strata(s)

S.1 13 students 1

S.2 13 students 1

S.3 13 students 1

S.4 13 students 1

S.5 13 students 1

S.6 13 students 1

Total 78 students 6 stratas

3.5 Sample Size According to Mugenda & Mugenda (2003), a sample size is a subset or portion of the total population. Sample Size is a set of participants selected from the population, which is less in number (size) but adequately represents the population from which it is drawn so that true inferences about the population can be made from the results obtained. Sample size can be considered as the portion of the population to be studied. It involves selecting a small portion of the population that will fulfill the requirements of efficiency, representative, reliability and flexibility. A sample size of 94 respondents was selected for the study. The sample size was determined using the formular below

Where; n the sample size N - The population size = 1583 e - The acceptance sampling error (10%) 90% - confidence level and p = 0.5 are assumed

Hence the sample size will be 94 respondents

Table 2: Shows the population and sample size Respondents Population Sample size Sampling method

Students 1541 78 Stratified sampling Teachers 40 14 Purposive sampling Librarians 2 2 Purposive sampling Total 1583 94

Source: Kibuli SSS Annual Report (2018)

3.6 Data Collection Methods According to Mugenda & Mugenda, (2003), data collection is a process of collecting information from all the relevant sources to find answers to the research problem, test the hypothesis and evaluate the outcomes. The data collection methods for the study included; questionnaire, interview and observation.

3.6.1 Questionnaire A questionnaire is a research instrument that collects data over a large sample of respondents (Kothari, 2014). Questionnaires were used because they are relatively quick in collecting information (Mugenda & Mugenda, 2003). Questionnaires are more advantageous for students because potential information can be collected from a large portion of a group. A total of 92 questionnaires were distributed to 77students and 15 teachers to give their opinions, practices and experience on library and develop the guidelines for improving library services at KSS Library.

3.6.2 Interview An interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research (Kothari, 2014). The interviewer asks questions to which the interviewee responds, usually so information may be transferred from interviewee to interviewer (Heyl, 2013). A total of 2 Interviews were held with the librarians to give their opinions, practices and experience on library and develop the guidelines for improving library services at KSS Library. The interview method was used because it yields richest data, details, new insights, permit face- to-face contact with respondents, provide opportunity to explore topics, allows the interviewer to explain or help clarify questions, increasing the likelihood of useful responses (Kothari, 2014).

3.6.3 Observation Agyedu (2010) defined observation as a systematic data collection approach where researchers use all their senses to examine people in natural settings or naturally occurring situations.

The researcher used this method to observe the different activities taking place in Kibuli SSS library, the library materials in the school library, the condition of the information materials, how

22 library services are offered, arrangement of the information materials and the reading space available in the library.

3.7 Data Collection Instruments 3.7.1 Questionnaire

Kothari (2014) defined a questionnaire (Appendix 1) as a printed self-report form designed to elicit information that can be obtained through written responses of the subjects.

A total of 92 questionnaires were distributed to 77students and 15 teachers to give their opinions, practices and experience on library and develop the guidelines for improving library services at KSS Library. The questionnaires were preferred as the most suitable instruments for the data collection because they allow researchers reach many respondents (or large samples) within limited time (Mugenda & Mugenda, 2003). It also ensures confidentiality and thus helps gather more candid and objective answers. The questionnaires were developed to address the objectives of the study.

3.7.2 Interview guide An interview Guide (Appendix 2) was used as one of the tool by drawing up guides and asking questions following the guide. A total of 2 Interview guides were administered to librarians to give their opinions, practices and experience on library and develop the guidelines for improving library services at KSS Library.

This tool was used because some respondents did not have time to sit down and answer the questionnaires.

3.7.3 Observation Guide An observation guide (Appendix 3) was designed to assist in data collection. Using this method the researcher got firsthand experience rather than guessing what the context is like. This method was used because it provides the researcher a chance to learn things that respondents may not be willing to discuss in an interview. 3.8 Research procedure An introductory letter from the Head of Department Library and Information Science, Makerere University was obtained and presented to the Headmaster and Library Master Kibuli Senior

Secondary School. The researcher then made an appointment with the Library Master Kibuli Senior Secondary School. On the appointed date, the researcher administered the data collection methods of interview, questionnaire and observation.

3.9 Data Quality control

3.9.1 Validity A research instrument is said to be valid if it measures what it is supposed to measure (Mugenda and Mugenda, 2003).The draft questionnaires were given to a selected person knowledgeable in research to ascertain the items suitability in obtaining information according to research objectives of the study. This process assisted in eliminating potential problems of the research instrument and provided a basis for design or structural changes.

3.9.2 Reliability Reliability of instruments concerns the degree to which a particular instrument gives similar results over a number of repeated trials (Mugenda and Mugenda, 2003). The researcher measured the reliability of the research tools such as questionnaires to determine their consistence in testing what they were intended to measure. The test re-test technique was used to estimate the reliability of the instruments. This involved administering the same test twice to the same group of respondents who had been identified for the purpose.

3.10 Data Analysis 3.10.1Quantitative data analysis The data collected was analyzed using statistical package for social sciences (SPSS) because this is the most recommendable package for analyzing social sciences research data (Kothari, 2014). The statistics will focus on the measures of central tendencies (percentages and frequencies) which will be provided by SPSS.

3.10.2 Qualitative data analysis Qualitative data was obtained by conducting interviews with key informants using interview guides and open ended questionnaires. Qualitative analysis involved categorizing data and then attaching it to the appropriate categories. The analysis of the interview responses was edited according to the themes developed in the objectives of the study. The data from open ended

24 questionnaires and interview responses was analyzed by listing all the respondents’ views under each question category. Where necessary, quotes from respondents were used to strengthen the interpretation.

3.11 Ethical Considerations Ethics are the standards or norms for conducting research that distinguish between right and wrong. They help to determine the deference between acceptable and unacceptable behaviors during research (Runesons, 2017).

An introductory letter was obtained from the head of department East African School of Library and Information Science introducing the researcher to Kibuli SSS library to obtain the required information.

In conducting study, the researcher made clear explanations about aims of the study to the respondents, so as to obtain their informed consent. The researcher ensured anonymity of the respondents and the data that they provided was treated with utmost confidentiality. As such, the respondents participated in the study voluntarily; mentioning of their names was optional. . 3.12 Limitations to the Study The busy schedule of some of the respondents that is to say the teachers and students of Kibuli SSS made it a little hard for the researcher to collect data. The researcher had to make use of the appropriate possible time such as lunchtime, break time and evening after classes to collect data.

Inadequate funds in the process of carrying out the research which funds were used for printing, and transport costs since the researcher lives very far from the area of study. The researcher was able to overcome this by asking some money from her parents to cater for the research expenses.

Some respondents were hesitant to provide the researcher with the information for fear of victimization. The researcher however did a follow-up with the respondents, promised and assured them of confidentiality to all information given

CHAPTER FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 Introduction This chapter presents the findings of the study in line with the objectives which were; to establish the current status of library services provided at Kibuli SSS Library, to find out how library services at Kibuli SSS Library are managed, to identify the challenges of providing library services at Kibuli SSS Library, to propose the best guidelines for improving library services at Kibuli SSS Library.

4.2 Characteristics of Respondents The demographic characteristics of the sample under study are presented. These include: gender, education level and duration of the respondents as employees of Kibuli SSS.

4.2.1 Distribution by Gender

Figure 1: Distribution of respondents by gender

Source: Primary Data (2019)

Results from the figure 1 above reveal that 43 (55%) of the respondents were males and the remaining 34 (45%) were females. These statistical findings imply that there is high ratio of male to female at Kibuli SSS.

4.2.2 Distribution by Education Level The researcher asked about the education level pursued by respondents and the results are as shown in figure below; Figure 2: Education Level of respondents

Source: Primary Data (2019) Findings from figure 2 above revealed that 47 (61%) were pursuing A level, 18 (23%) O level, 10 (13) degree and lastly 2 (3%) were pursuing masters. The education level of the respondents was considered on ground that one’s level of knowledge determines his/her quality of response.

4.2.3 Length of Library Service The researcher found out that the services at Kibuli SSS are continuously provided to all users who meet the library requirements that is the Library Card and services are provided throughout the school term. These services are also only provided during the library opening hours. The library opens at 7.00am and closes at 9.00 pm during week days. However, it closes in between during break time, lunch time and evening after classes from 4pm to 7.30 pm. Over the weekends, the library opens only on Saturday until 1.00pm.

4.3 Current status of library services at Kibuli SSS library The researcher used the observation method to study Kibuli Senior Secondary School library and the following results were obtained

Kibuli SSS library is composed of two rooms with different sections such as the Africana section, technical section comprising of 6 computers also referred to as the cyber space having laboratory experiments for sciences and it’s used by only students undertaking sciences. It also has the open and the

27 reserved collection section. Some of the books in the library are reserved for reasons such as limited number and them being delicate or special.

Figure 3: Books under the reserved section at Kibuli SSS library

Source: Primary Data(2019)

4.3.1 Table 3: Information resources offered by Kibuli SSS library Period Frequency Percent Text books 36 47 Magazines 11 14 News papers 16 21 Past papers 14 18

Total 77 100 Source: Primary Data (2019) 4.3.1.1 Textbooks The librarian provided information that the library houses different textbooks that cut across various subjects like sciences, Mathematics, Literature, Arts. 4.3.1.2 Magazines The librarian said that the library offers many magazines that are relevant to the users given the fact that it is a school library. She added that before a magazine is added to the library collection, it is first scrutinized to ensure that it adds educative moral value to the users especially the students. These magazines are on social life, health, nutrition among others. 4.3.1.3 Newspapers The librarian said that: “We ensure that we get Newspapers on a daily basis that is Bukedde, New Vision and Daily

Monitor so as to keep our users updated and informed about what is happening in the country since there are always in school”.

4.3.1.4 Past Papers

The librarian mentioned that the library also has different pastpapers of previous examinations for most subjects especially UCE and UACE exams. These papers are in form of papers, question banks and books. Students usually use this for revision and preparation for exams.

4.3.2 Table 4: The rate at which users access information resources from the school library Period Frequency Percent (%) Daily 16 21 Weekly 37 48 Monthly 20 26 Never 4 5 Total 77 100 Source: Primary Data (2019) Findings in the table above indicate that, majority of the respondents 48% access information resources from school library on a weekly basis followed by 26% monthly and21% daily basis

29 while 5% never. The time period was also considered important in this study because it offered opportunity to respondents who were aware of the area and practices related to the study objectives. 4.3.3 Other materials available in the library The researcher observed a number of materials that aid in the provision of library services in KSSS library. The materials are as shown in the table below Table 5: other materials available in the library Items Number Tables 28 Chairs 50 Computers 6 Shelves 7 Phone 1 Source: Primary data (2019)

4.3.4 Types of services offered at Kibuli SSS

From the findings, the library offers different library services for its users. The librarian said that

“We provide a wide range of services such as reference services, circulation services, library orientation, reading space as well as ICT services for our users”.

Figure 3: Library services offered at Kibuli SSS Library

Source: Primary Data (2019)

Figure 4 above shows the views of respondents on the Information services offered at Kibuli SSS Library.

4.3.4.1 Reading Space Services It was found that a percentage of 27 (35.0%) of the respondents mentioned reading space services as a service that they access in the library. The librarian said that the library offers reading space to its users and gave assurance of its conduciveness for study purposes since it’s always quiet. One of library users said that: “I always come to the library to read my books after because the place is always quiet and good for reading”.

4.3.4.2 Book Lending Service

24 (31%) of the users usually utilize the book lending services as they often come and borrow information materials they need for school. The librarian explained that this service involves issuing out books to qualifying library users that is those with library cards and receiving back the borrowed books within 2 days. One teacher said that:

“I usually send my students to borrow books from the library before my literature lessons and I personally borrow books I need to prepare for my lessons”.

4.3.4.3 Information Literacy services

13 (17%) of the library users mentioned information literacy services as a service they get from the library. A librarian reported that information literacy service involves carrying out library orientation and she defined this as the activity of introducing library users on how to use the library. She added that orientation is offered to new library users that is students and teachers who register with the library. She said that;

“We offer a full copy of the library rules and regulations and user guides to new library users which helps them get acquainted to the library system”.

4.3.4.4 Reference Service

9 (12%) Mentioned Reference Service and the librarian reported that users often come with many questions from varying subjects and the librarians offer guidance by answering the users.

A Student mentioned how the librarians are of great help to him, he said;

“I often come to the library and ask the librarian about definitions, assignments and words that I have no clue about and she often guides and helps me by identifying various books that can be of help to answer my questions”.

4.3.4.5 Online Service/Electronic Resource services

The remaining 4 (5%) mentioned their access of online services/ e-resource services. The librarian explained how the online service is offered and she said that the library offers electronic resources on computers and this is termed as Cyber School. It deals with mainly science experiments and laboratory like chemistry and biology for the users. She also said that;

“Users especially students in S.1, S.2 and S.3 are fascinated by the use of the computer to access the electronic resources which attracts them to this service”.

These findings agree with those of the previous studies (Popoola, 2008 and Lindiwe, 2014).

4.3.5 Table 6: How students are informed about the library services offered at Kibuli SSS library

Awareness Means Frequency Percent Word of mouth 16 21 Visiting the library 37 48 Friends 10 13 Notice boards 1 1 Assembly 13 17 Total 77 100 Source: Primary Data (2019) Findings in the table above indicate that, majority of the respondents 48% knew about services offered in the library by visiting the library followed by 21% word of mouth,17% assembly, 13% friends while 1% notice boards. This therefore shows that library services were revealed

4.3.6 Figure 4: Reasons for visiting the library

Source: Primary Data (2019) Findings in the table above indicate that, majority of the respondents 30 (39%) visit the library to revise books, 24 (31%) to get updated information, 12 (16%) to do assignments, 7 (9%) to read Newspapers and lastly 4 (5%) to meet friends.

4.4 Management of Kibuli SSS Library The researcher interviewed the two librarians at Kibuli Senior Secondary School library about the management of information materials and the following results were obtained.

4.4.1 Management of library services

The researcher interviewed two librarians at Kibuli Senior Secondary School Library about the management of information materials and the following results were obtained.

4.4.2 Library staffing

The researcher observed 2 librarians in the library (the Master Librarian and the Senior Librarian) who were serving the library users at KSSS library. The library master also said ‘’we

34 are two librarians responsible for providing library services to the users’’ He said that they sometimes work in shifts whereby one works in the morning and the other one in the evening.

The librarians prepare the information materials for the students through carrying out activities such as classification, cataloguing, accessioning, indexing, shelving, stocktaking among others. The librarian said that;

‘’We offer information resources to only users registered in the school provided they have a library card and they are supposed to stay with the information material for a period of two days for which a fine is given to those who return them after due date’’

The library offers services such as reading space, information literacy services, book lending services, reference services, and ICT services inform of cyber space. However the librarian said that;

‘’The cyber space inside the library is managed by the science department because of our limited knowledge regarding science practical’s.’’

4.4.3 Acquisition of Library Materials

The library master reported that information materials in Kibuli SSS library are acquired through purchase, donations or gifts from old girls and boys as well as parents, and also every new student joining the school is required to buy a new book for the school from the book list provided by the library.

4.4.4 Funding at Kibuli SSS library

Funds in Kibuli SSS library are got from the school, the librarian said that;

‘’The library makes an annual budget and presents it to the school administration at the beginning of the year for funds to be used throughout the 3 terms in the year.’’

4.4.5 Collection development in Kibuli SSS library

In an interview with the assistant librarian, She said that books are selected by the heads of departments respective of the subject whereby even if the students request for particular books, they are first presented to their respective heads of departments to decide whether the library should acquire them or not. Also the weeding of information materials in Kibuli SSS library is done by the heads of department.

4.6 Challenges encountered in the provision of library services at Kibuli SSS Library The librarians reported the following as the challenges they face in the provision of library services in Kibuli SSS library during the interview.

4.6.1 Inadequate Funds The researcher found out from the librarians that the school lacks enough investment in the library affairs. There is bureaucracy involved in accessing these funds as it first goes through several meetings, debates and scrutiny by the school administration. Before the beginning of a new school year, the librarians make an annual library budget including all things they will need for the term but usually not the whole budget is fully settled due to funds. Since it’s a school library, it does not make any money but rather provides services therefore the need for funds. The library often needs money to purchase current information materials like Textbooks, modern shelves, seats and tables, computers which becomes hard due to limited funds. The library also has to compete for funds with other departments of the school like the sports department; clubs, different subjects which makes it hard to get funds. The librarian said that;

‘’The library budget is very small which cannot allow us to arrange for some services such as services such as acquisition of more computers, provision of online services among others.’’

4.6.2 Delay to return information materials by staff The librarian reported that some staff delay to return books that they borrow yet most these materials are in demand by other users like students and fellow staff. Normally materials are borrowed for only two days but an exception is made for staff which exception they at times abuse by delaying to return materials. This leads to other problems like loss of these borrowed information materials which makes service provision to other users hard.

4.6.3 Busy schedule of the school Students are often caught between going to the library and doing other school activities like attending lessons, homework and assignments, participating in co-curricular activities. The busy schedules of the students hinder their usage of the library and thus end up not accessing library services fully. The librarian said that;

‘’The school program is very fixed especially the candidates which hinders them from coming to the library.’’

4.6.4 Loss of library Cards Some users especially students lose and misplace their library cards yet for one to borrow and access a library material and service they need these cards. The librarian said that;

‘’The process of acquiring a new library card is tedious and very long which makes some students to give up on getting new ones hence making the library to loss most of its users’’

With this, users end up missing out on enjoying the library services yet the library is there to serve them.

4.6.5 Restricted library hours From the observation carried out by the researcher, the library is not open 24 hours as it opens at 7:00am – 9:00pm and is always closed at break and lunch time and on Sunday and public holidays whereas on Saturday they only work half day. Students identified that they often would like to access library services at all-time but this becomes impossible.

4.6.6 Limited Space Most of the respondents especially the students reported that the space is not enough to accommodate their use of the library. Most of the students feel more comfortable reading from the library since it’s always quiet and provides a good concentration environment. The school has over 1583 students and staff who the library premises ought to accommodate. Most of the space in the library is taken up by the shelves that house the reading materials which leaves the little space as the reading area.

In spite of the big population that library serves, it only has 98 chairs hence only 98 users can access the reading area. It becomes really hard especially during examination time when most

37 users want to sit in the library. The space can also not accommodate all the books on the shelves which leaves some books in boxes and yet all books are meant to be on the shelves so that they can be used. There is therefore need for more room and space to be allocated to the library.

4.6.7 Inadequate ICTS There are few computers available in Kibuli SSS library compared to the number of students and even those that are available are limited to only science students for their laboratory experiments making it difficult for other students interested in other fields to make use of the computers. The librarian said that;

‘’we have only 6 computers in our library which cannot serve all the users who visit the library on a daily basis’’

4.6.8 Out dated collection The librarians provided information that some of the materials are out dated especially for the current syllabus like Luganda and Literature which keep on changing on the UNEB syllabus from time to time. Figure 6: Shows comments about library services provided at Kibuli SSS Library

Source: Primary Data (2019) Figure 7 above shows the views of respondents on the challenges encountered in the provision of library services at Kibuli SSS Library and it was observed that a percentage of 24 (31.0%) of the respondents mentioned small reading space, 23 (30%) restricted reading hours, 17 (22%) inadequate ICT skills, while the remaining 13 (17%) mentioned outdated information materials.

These findings agree with those of the previous studies (World Bank, 2008; Nimsomboom and Nagata, 2013; and Adeyemi, 2009).

4.7 Suggestions for improvement The following suggestions were given by the respondents to improve on the library services at KSSS and were shown as below.

Figure 7: suggestions for proving library services at Kibuli SSS library

Source: Primary Data (2019) Figure 8above shows the views of respondents on the measures that can improve the library services provided at Kibuli SSS library and it was observed that a percentage of 31 (40.0%) of the respondents mentioned increase in reading space, 23 (30%) purchase of more computers, 16 (21%) provision of adequate time to users while the remaining 7 (9%) mentioned stock updating.

CHAPTER FIVE: GUIDELINE FOR IMPROVING LIBRARY SERVICES AT KIBULI SENIOR SECONDARY SCHOOL LIBRARY

5.0 Introduction This chapter presents the guidelines for improving library services at Kibuli SSS Library.

5.1 Funding The management of Kibuli SSS library should increase the amount of money allocated to the library in its budget so that the library is able to run most of its activities such as acquisition of new information materials and maintenance of the already existing ones.

5.2 Space The library should extend its reading space by providing a room that the students can use as part of the library and even allocate a librarian to manage the place so that the library can be able to cater for a number of users. Kibuli SSS library should also expand its space to include a room for students’ discussion. This will attract many students to visit the library which will in turn promote its effective use

5.3 Opening hours Kibuli SSS Library should extend its opening hours because the students complain about the inadequate time they have to use the library. The library should be open all the time of the day during week days until 10pm so that the busy students especially the candidates can make use of every free time they can have such as break time, lunch time and evening after classes. The library should also keep open even over the weekend at least from 8.00 am to 6.00pm.

5.4 Information materials The management should purchase more essential information materials that is to say textbooks that are highly demanded by the students in order to motivate them to use the library as frequent as possible and also the textbooks that the teachers request for should be provided because they are very conversant with what the students need. The library should also ensure to weed out the

40 unwanted and outdated information materials from the library so that the students are able to use materials only relevant to them.

5.5 Library usage The librarians should sensitize the students about the value of using the library in order to increase on the library user numbers. This can be done through visiting classes encouraging the students to use the library and also through allocation of a library period in the school time table for library orientation. The librarians in cooperation with the school management should allocate time for a library period for each class in the school time table under the supervision of a librarian who would be training them on how to use the different services that are available in the library. This would enable them acquire information seeking skills.

5.6 Introducing Displays The library should start displaying relevant information to students on the library notice boards in order to attract them to the library for example displaying titles or even abstracts of new books acquired by the library so as to create awareness to the users about the existence of some kind of information material in the library.

5.7 Introducing of document delivery services Kibuli SSS library should introduce a document delivery service. A document delivery service enables the library users to order for rare articles relevant to their study needs through the school librarian who then links up with the suppliers of such information and avail them to the students. This should be adopted by the library if it needs to improve its services

5.8 Acquisition of more computers The library should acquire more computers in order to introduce more electronic resources that will help the users check for materials for themselves online. This will also attract the students to the library hence promoting effective use of the school library.

5.9 Digitizing some resources of the library Kibuli SSS should digitize some of its information resources such as creating a past paper index for the students which will enhance the access of some information materials and also improve their preservation since they will be protected from excessive handling.

5.10 Provision of library services using technology Kibuli SSS Library needs to make effective use of technology in order to improve the services to users. Kibuli School library should provide hybrid services to users for example e-library services, online/offline access to digital information resources, database searching, electronic reference, online circulation activities such as electronic reserve, user services and queries and online access to library catalogue, databases and the internet. This will enable the school library to provide services to students even over the holidays.

CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS

6.0. Introduction This chapter presents the summary, conclusions, recommendations and suggestions for further studies according to the project undertaken.

6.1. Summary of findings The study was entitled guidelines for improving library services in Kibuli Senior Secondary School library. The objectives of the study were; to establish the current status of library services, to find out how the various library services are managed, to identify the challenges in providing library services at KSSS and to propose the best guidelines for improving library services at KSSS.

Results of the study revealed that (35%) reading space services and book lending services (31%) are the most the library services offered at Kibuli SSS Library. The other Information services offered at Kibuli SSS Library include; information literacy services, reference services and online services/ e-resource services.

The study revealed that (31%) small reading space is the most challenge encountered in the provision of library services at Kibuli SSS Library. The other challenges encountered in the provision of library services at Kibuli SSS Library include; restricted reading hours, inadequate ICT skills and outdated information materials, busy schedule of the school, loss of library cards and delay to return library materials by the staff.

It was further established that (40%) of the respondents indicated that increasing in reading space is one of the measures of improving library services provided at Kibuli SSS library. Furthermore, results of the study revealed that Kibuli SSS library should purchase more computers, provide adequate time to users and embrace the use of online resources

6.2. Conclusion The school librarian, school library services and the teachers play a vital role in the academic excellence of students in secondary schools. There is no doubt that a secondary school without a well-equipped library would lag behind when it comes to student’s performance (Gaver, 2014). The philosophy behind this project report is that provision of excellent library services is very essential in secondary schools and therefore Kibuli Senior Secondary School must work hard to provide adequate and effective library services to students and teachers.

6.3. Recommendations From the conclusions arrived at, the following recommendations were made:

The management of Kibuli SSS should increase the funding of the school library to support the various activities of the library such as acquisition of more computers, furniture, and stock updating, as well as increasing the library space to include sections such as the discussion area. The increase of funds would be of great help in the building of an up-to-date school library.

Automation of the library should be encouraged since most of the operations of the school library are manual which makes the library services for example locating information materials slow. If materials such as past papers are made electronic, it would be easier to access them which will save time of both the users and librarians and also improve on the provision of library services.

Evaluation of the school library, taking into account the impact of the school library on the students’ performance. This should be done for the school community to recognize the great importance of the school library so that students are encouraged to use it more often.

The library should keep open every time of the day until 10 pm and also over the weekend from at least 8.00am to 6.00pm so that the busy students like the candidates can use every possible free time to make use of the library so that they can improve their grades.

The library should develop better programs of teaching information literacy to students to improve on how they use the library and its services.

Advocate for increase in the library space, if the space is increased more shelves will be acquired and books will be put on shelves instead of them being put in boxes and also more books and computers will be acquired as well as reading space for the students.

6.4. Area for Further Study The study suggested future studies should be done on the relationship between library usage and academic performance of students.

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APPENDIX 1: QUESTIONNARE FOR LIBRARY USERS (STUDENTS/TEACHERS) Dear Respondent, Iam Nakamanya Humu Salamah a student of Makerere University pursuing a Bachelor’s Degree in Library and Information Science. As part of my course I am carrying out a study on

“Guidelines for improving library services at Kibuli Secondary School Library”. I would very much appreciate your participation in this study. The information you provide will be treated with confidentiality and only used for academic purposes. Participation in this study is voluntary. (Tick the right option or fill the right answer in the spaces provided) SECTION A: BIO DATA 1. Name (Optional) …………………………………………………………

2. Gender Male Female

3. Education Level O’ Level A’ Level

Degree Masters

SECTION B. CURRENT STATUS OF LIBRARY SERVICES AT KIBULI SSS LIBRARY

4. Do you access information resources in Kibuli SSS library? Yes No

5. How often do you access the information resources from the school library? Daily Monthly Weekly Never

6. Which information services do you access from Kibuli SSS library? Reference services Information literacy services

Book lending services online services / E-resource services

Reading space services Provision of information materials in print form

Others (please specify) ……………………………………………………….

7. How did you know about the services offered by the library? (Please tick the appropriate answer)

Word of mouth Friends Visiting the library Notice boards

From the assembly Others (please specify)………………………

8. Why do you visit the library?

To get up dated information To meet friends

To revise books To read news papers Others (Specify)………………………………………………………………….

SECTION C: MANAGEMENT OF KIBULI SSS LIBRARY 9. Who is responsible with the management of the school library?

Librarians Teachers

10. What are the information resources managed at Kibuli SSS library? Text book News papers

Magazines Past papers

Others specify………………………………………………………………………

11. What are the requirements for accessing information resources at Kibuli SSS library? ………………………………………………………………………………………………. ……………………………………………………………………………………………….. ……………………………………………………………………………………………......

SECTION D: CHALLENGES OF PROVIDING LIBRARY SERVICES AT KIBULI SSS LIBRARY

12. What challenges do you encounter in accessing library services at Kibuli SSS library?

Inadequate funding Outdated information materials

Inadequate ICT limited space

Others (Please specify) …………………………

SECTION E: MEASURES THAT CAN IMPROVE THE LIBRARY SERVICES PROVIDED AT KIBULI SSS LIBRARY

13.Suggestions for improving library services?

Increasing reading space Acquiring more computers

Increase funding for library

Stock updating Others specify ……………………………

Thank you very much for your cooperation and time!

APPENDIX II: INTERVIEW GUIDE FOR SCHOOL LIBRARIANS

Dear Respondent, Iam Nakamanya Humu Salamah a student of Makerere University pursuing a Bachelor’s Degree in Library and Information Science. As part of my course I am carrying out a study on “Guidelines for improving library services at Kibuli Secondary School Library”. I would very much appreciate your participation in this study. The information you provide will be treated with confidentiality and only used for academic purposes. Participation in this study is voluntary.

Section A: Current status of library services provided at Kibuli SSS library 1At what time do you open and close the library? Do you open over the weekend? 2. How often do library users visit the school library to have access the information resources? 3. What kind of library and information services does the library provide?

4. What methods do you use to give information resources to the users of the library?

Section B: Management of library services at Kibuli SSS library 5. How do you manage the school library?

6. What requirements must the library users satisfy in order to use the information resources in the school library?

7. How do you acquire information materials in the library?

8. Where do you get funds to run the school library?

9. Do you have a collection development policy? And if yes how does it operate?

Section C: Challenges of providing library services at Kabuli SSS 10. What challenges do you face in the provision of information resources? 11. Suggest measures to solve the challenges faced above?

Section D: Suggestions for improving library services at Kibuli SSS library 12. What should be done to improve library services in the school library? Thank you very much for your cooperation and time

APPENDIX 111: OBSERVATION GUIDE FOR USE BY OBSERVER ONLY

Date Time (mm/dd/yy)

1. Please provide the following information for library.

Assessment Item Observation Number of seats Presence of a fulltime librarian Availability of Reading space Up-to-date textbooks Number of ICTs Opening and closing time Library services offered Condition of information materials

2. Total number of library staff available at Kibuli SSS. Librarians 3. General observations and comments related to library services at Kibuli SSS.