By the end of this chapter, you will be able to:
These skills will help you become a confident researcher who can contribute valuable insights and improvements in your field.
Information research forms the foundation of effective library and information management, enabling professionals to support knowledge discovery and decision-making in diverse settings. Identifying research gaps is a critical skill that allows librarians and information specialists to contribute original insights and improve information services. This chapter explores the core concepts of information research, how to identify gaps within existing knowledge, and the types of research most relevant to the field of Library and Information Management in Kenya.
Information research is the systematic investigation into issues surrounding information creation, dissemination, access, and use. For library and information professionals, research helps to develop better services, understand user needs, and improve resource management. In Kenya, institutions such as universities, public libraries, and county information centers rely on research to tailor services to local communities and support national development goals.
Understanding the terminology used in information research is vital for effective communication and practice. The following terms underpin research activities in library and information management:
A library is an organised collection of information resources, in print, audiovisual or digital form, that is managed by trained staff and made available to a defined community of users. Its purpose is to select, acquire, organise, preserve and provide access to these resources so that users can learn, study and make decisions. Libraries take many forms, including academic, public, school, special and national libraries. Example: a university library that surveys students on opening hours and database access is studying how well its collection and services meet the needs of its users.
Information is processed data that is meaningful and useful to users. In libraries, this includes books, digital resources, databases, and metadata that facilitate knowledge acquisition and decision-making. Example: a list of loan transactions is raw data, but a report showing which subjects are borrowed most each term is information that guides the acquisitions librarian.
Research is a systematic inquiry aimed at discovering new knowledge or validating existing information. It involves defining a problem, collecting data, analyzing results, and drawing conclusions relevant to library services or information systems. Example: a librarian who investigates why e-book use is low among diploma students follows a planned process rather than relying on guesses.
A research gap is an area within the existing body of knowledge where information is incomplete, inconsistent, or outdated. Identifying these gaps helps professionals target their research to address unmet needs or unresolved questions in the field. Example: if published studies describe how university students use digital catalogues but say little about how rural community library users search for information, the second group represents a gap that a new study could address.
Sampling is the process of selecting a smaller group of individuals or items from a larger population so that findings can be used to describe the whole population. It is used because studying every member is often too costly, too slow or impractical. A well-chosen sample is representative, meaning it reflects the characteristics of the population. Example: a college librarian who wants to know how students rate reference services may issue a questionnaire to 100 selected students rather than to every registered library member.
A population is the complete group of people, items or events that a researcher wishes to study and about which conclusions are to be drawn. It must be clearly defined by its characteristics, location and time. The target population is the whole group of interest, while the accessible population is the part the researcher can actually reach. Example: in a study of reading habits, the target population may be all registered members of a public library, while the accessible population is those who visit during the data collection period.
Information research focuses specifically on studying how information is produced, organized, accessed, and used. This includes user behavior studies, evaluation of information systems, and investigation of information policy impacts.
This refers to research activities that aim to improve library operations, information services, preservation techniques, and user engagement. It often addresses practical challenges faced by Kenyan libraries and information centers, such as digital inclusion or resource allocation.
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Create a free accountThis chapter introduces the fundamental concepts related to information research, clarifying key terms such as library, information, research, research gap, sampling, and population. It then explores how to identify information research gaps through methods like conducting literature reviews, analyzing technological impacts, and consulting experts. The historical development of research is discussed alongside the main types of research, distinguishing between qualitative and quantitative approaches. Attention is given to research methodology, outlining both the techniques and procedures essential for conducting effective studies. The chapter further examines the various data collection tools available, including questionnaires, interviews, observation, and surveys, highlighting their roles in gathering accurate and relevant data. Overall, the chapter provides a comprehensive foundation for understanding how to recognize and address gaps in library and information research.
Type: Individual
| Tools & Equipment | Materials |
|---|---|
| Ballpoint pens | Foolscap papers |
| Ruler | Reference books on research methods |
| Stapler |
| S/N | Item | Quantity |
|---|---|---|
| 1 | Workstation | 1 Pc per Candidate |
| 2 | Foolscap papers | 10 Sheets per Candidate |
| 3 | Ballpoint pens | 2 Pcs per Candidate |
| 4 | Reference books on research methods | 1 Set per Candidate |
| 5 | Ruler | 1 Pc per Candidate |
| 6 | Stapler | 1 Pc per Candidate |
| Items to be Evaluated | Marks Available | Marks Obtained | Comments |
|---|---|---|---|
| TASK 1: Preparation and Setup | |||
| Wore appropriate PPE (e.g. dust coat if applicable) (Award 2 marks for correct PPE use) | 2 | ||
| Prepared workstation with all necessary materials and tools arranged neatly (Award 3 marks for complete and neat setup) | 3 | ||
| Sub-Total | 5 | ||
| TASK 2: Writing Definitions and Explanations | |||
| Defined the term 'Library' correctly (Award 3 marks for accurate and clear definition) | 3 | ||
| Explained the meaning of 'Library' in context (Award 2 marks for relevant explanation) | 2 | ||
| Defined the term 'Information' correctly (Award 3 marks for accurate and clear definition) | 3 | ||
| Explained the meaning of 'Information' in context (Award 2 marks for relevant explanation) | 2 | ||
| Defined the term 'Research' correctly (Award 3 marks for accurate and clear definition) | 3 | ||
| Explained the meaning of 'Research' in context (Award 2 marks for relevant explanation) | 2 | ||
| Sub-Total | 15 | ||
| TASK 3: Presentation and Submission | |||
| Organized content in a structured format with headings for each term (Award 3 marks for clear structure and headings) | 3 | ||
| Used proper spelling, grammar, and neat handwriting (Award 3 marks for legibility and accuracy) | 3 | ||
| Stapled the foolscap papers securely and submitted on time (Award 2 marks for proper submission) | 2 | ||
| Sub-Total | 8 | ||
| PRODUCT CHECKLIST | |||
| Definitions correctly match the terms 'Library', 'Information', and 'Research' (Award 5 marks for accuracy of definitions) | 5 | ||
| Explanations are relevant and demonstrate understanding of the terms (Award 5 marks for clarity and relevance) | 5 | ||
| Presentation is neat, well-organized, and complete (Award 5 marks for overall presentation quality) | 5 | ||
| Sub-Total | 15 | ||
| GRAND TOTAL | 43 | ||
Type: Individual
| Tools & Equipment | Materials |
|---|---|
| Notebook | Printed academic journal articles on agricultural information systems |
| Pen | Reference style guide (APA 7th edition) |
| Highlighters | |
| Laptop with internet access |
| S/N | Item | Quantity |
|---|---|---|
| 1 | Printed academic journal articles on agricultural information systems | 5 sets per Candidate |
| 2 | Notebook | 1 per Candidate |
| 3 | Pen | 2 per Candidate |
| 4 | Highlighters (different colors) | 3 per Candidate |
| 5 | Laptop with internet access | 1 per Candidate |
| 6 | Reference style guide (APA 7th edition) | 1 per Candidate |
| Items to be Evaluated | Marks Available | Marks Obtained | Comments |
|---|---|---|---|
| TASK 1: Preparation and Initial Review | |||
| Wore appropriate professional attire for a library setting (Award 2 marks for proper attire) | 2 | ||
| Organized literature and materials before starting (Award 3 marks for assembling all materials necessary) | 3 | ||
| Skimmed through all provided literature to gain overview (Award 4 marks for thorough initial review) | 4 | ||
| Sub-Total | 9 | ||
| TASK 2: Identification of Research Gaps | |||
| Critically analyzed literature to identify gaps in knowledge (Award 5 marks for critical analysis) | 5 | ||
| Used at least two different methods to identify research gaps (e.g., thematic analysis, citation analysis) (Award 5 marks for applying multiple methods) | 5 | ||
| Documented at least three distinct research gaps clearly and concisely (Award 2 marks for each correctly identified gap 3x2=6) | 6 | ||
| Sub-Total | 16 | ||
| TASK 3: Reporting and Documentation | |||
| Prepared a written report of approximately 800 words describing the research gaps (Award 5 marks for report completeness and length) | 5 | ||
| Used proper referencing style (APA 7th edition) for citations (Award 4 marks for correct referencing) | 4 | ||
| Presented findings in a logical and organized manner (Award 4 marks for clarity and organization) | 4 | ||
| Sub-Total | 13 | ||
| PRODUCT CHECKLIST | |||
| Written report clearly identifies and describes at least three research gaps (Award 2 marks for each well-described research gap) | 6 | ||
| Report meets the required word count (±10%) (Award 3 marks for correct length) | 3 | ||
| References are correctly formatted in APA 7th edition style (Award 4 marks for correct referencing) | 4 | ||
| Sub-Total | 13 | ||
| GRAND TOTAL | 51 | ||
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