Electronic repositories have become essential in Kenyan libraries and information centres, providing organized digital access to scholarly articles, theses, reports, and institutional records. Training users on how to navigate these repositories effectively ensures they can maximize the value of the resources available. This chapter focuses on designing and conducting user training tailored to diverse user groups, ensuring that learning outcomes match user needs and that training materials are relevant and accessible.

4.1 Training objectives

User training in electronic repository management begins with clear objectives that guide the learning process. In the Kenyan context, users range from university students and researchers to public service officers and community members, each with unique requirements. Defining precise training objectives ensures that sessions address these varied needs, equipping users with the knowledge and skills necessary to retrieve and manage digital information efficiently.

In a library or documentation centre, training objectives act as the contract between the information professional and the user. They tell the trainer what to teach, tell the user what to expect, and give the library a standard against which to judge whether the training worked. Example: a university library that introduces a new institutional repository may set the objective that every postgraduate student can submit a thesis and retrieve a past project report without help from staff.

Define learning outcomes

Learning outcomes specify what participants should know or be able to do after training, focusing on measurable skills and knowledge that reflect user needs. They are written from the point of view of the user, not the trainer, and usually begin with the phrase "By the end of the session, the user will be able to..." followed by an action verb such as search, filter, upload, download or cite. Example: "By the end of the session, the user will be able to locate three policy documents in the repository using the title and subject fields."

Features of well-written learning outcomes:

• Clarity: Effective learning outcomes must be clear and unambiguous so that users understand the expected achievements. For example, users at a county government library should clearly know how to search for policy documents within the repository after training.
• Measurability: Learning outcomes should be measurable to allow assessment of training effectiveness. For instance, users might be expected to demonstrate the ability to perform advanced keyword searches or to download full-text documents.
• Alignment with repository functions: Outcomes must align with the features and functions of the electronic repository. If the repository supports metadata tagging, users should learn how to use these tags to refine searches.
• Focus on user tasks: Outcomes should focus on tasks users regularly perform, such as uploading research outputs or citing repository materials correctly, ensuring practical relevance.
• Incorporation of digital literacy: Since repository use depends on digital skills, outcomes should include competencies like navigating interfaces, using filters, and managing downloaded files.

Align objectives with user needs

Objectives are only useful when they respond to what users actually struggle with or need to do. Aligning objectives with user needs means finding out who the users are, what tasks they perform in the repository, and where they have gaps, then writing objectives that close those gaps. Example: if reference desk records show that lecturers often ask how to deposit conference papers, an objective on the deposit procedure belongs in the lecturers' training, but may be unnecessary for first-year students.

Ways of identifying user needs before setting objectives:

• Pre-training questionnaire: A short form sent to registered participants asks about their experience with the repository, the tasks they perform and the problems they meet. The answers show the starting level of the group.
• Interviews and consultation: Brief conversations with heads of departments, research coordinators or records officers reveal what their staff must be able to do. This ensures the objectives support the institution's work.
• Review of help requests: Enquiries received at the reference desk or by email show repeated difficulties, such as failed searches or rejected submissions. These become priority objectives.
• Repository usage statistics: Reports on searches, downloads and deposits show which features are heavily used and which are ignored. Low use of a useful feature, such as advanced search, may signal a training need.
• Observation of users: Watching users carry out a typical task in the computer area reveals habits and errors that users may not mention themselves.
• Institutional priorities: Policies such as a requirement to deposit theses or research outputs create needs that objectives must address, so that users meet institutional expectations.

Specify knowledge and skill levels to be achieved

Each objective should state how far the user is expected to progress, because "knowing about" a repository is very different from using it independently. Specifying levels prevents under-training, where users leave unable to perform tasks, and over-training, where beginners are overwhelmed. Example: a community member may only need to reach the level of finding and downloading a document, while a repository administrator must reach the level of managing records and metadata.

The table below shows a simple set of levels that can be applied to repository training.

Points to keep in mind when setting levels:

• Link each level to a specific verb, for example identify, explain, perform or evaluate, so that it can be assessed.
• Set the target level for each user group separately, since a beginner and an advanced user will not finish at the same point.
• Define the entry level as well as the exit level, so that the gap to be covered by training is clear.

4.1.1 Training program

A training programme is the organised plan that brings together the objectives, content, participants, resources and assessment for repository user training. It turns a set of good intentions into a document that the library can follow, review and repeat. Example: an academic library may prepare a repository user training programme for the new academic year covering first-year students, postgraduate researchers and teaching staff, each with its own objectives and materials.

Main components of a training programme:

• Aim and objectives: The overall purpose of the programme and the learning outcomes for each session, written in measurable terms.
• Target participants: A description of who will be trained, their numbers, their experience and their tasks in the repository.
• Content outline: The topics to be covered and their order, moving from simple to complex.
• Resources required: Computers with internet access, user accounts or test accounts, a projector, handouts and a trainer or team of trainers.
• Assessment methods: The way the library will check that objectives were achieved, such as a practical task, a short quiz or a checklist.
• Evaluation and feedback: Forms or discussions used to collect participants' views, so the programme can be improved for the next group.
• Responsibilities: The roles of the trainer, the repository administrator and any assistants, so that everyone knows what to prepare.

Steps in drawing up a training programme:

1. Carry out a needs analysis to find out who requires training and on what.
2. Write the training objectives and the learning outcomes, with the knowledge and skill level for each.
3. Select the core topics and arrange them in a logical order, which forms the curriculum.
4. Identify the materials, equipment, user accounts and training space needed.
5. Prepare the assessment tools and the evaluation form.
6. Review the draft programme with the library manager and repository administrator, and approve it.
7. After the programme has run, analyse results and feedback and revise the programme for future groups.

4.1.2 Develop curriculum

The curriculum is the detailed content of the training programme: the topics, the order in which they are taught, the activities and the materials. A good repository curriculum follows the objectives closely, so that every topic exists because it supports a stated outcome. Example: if an objective is that users can submit a thesis, the curriculum must include topics on file preparation, metadata entry and the submission workflow, together with a practice submission.

Identify core topics (e.g., database navigation, search techniques)

Core topics are the essential subjects every user must master to use the repository effectively. They are chosen by comparing the objectives with the repository's functions and the tasks users perform. Example: a researcher who cannot use filters will waste time on thousands of irrelevant results, so filtering belongs in the core content.

Typical core topics:

• Database navigation: Understanding the home page, menus, collections and communities, browse options and how to return to previous results. Users learn where different types of material, such as theses, journal articles and reports, are kept.
• Search techniques: Basic and advanced search, use of keywords, phrases, Boolean operators (AND, OR, NOT), truncation and field searching. Users practise refining a broad search into a precise one.
• Metadata and filtering: What metadata is, how author, title, subject and date fields help retrieval, and how to filter results by year, type or collection.
• Accessing and managing documents: Viewing, downloading and saving full-text files, understanding access restrictions and embargoes, and organising downloaded files.
• Citing and copyright awareness: How to cite repository items correctly, the meaning of open access and licences, and respect for authors' rights.
• Submission and account management: Creating and maintaining a user account, preparing files, entering metadata and submitting items for approval, for users who contribute content.
• Troubleshooting and support: What to do when a search fails, a file will not open or a submission is rejected, and how to reach library staff for help.

Include practical exercises (e.g., hands-on sessions, case studies)

Practical exercises give users the chance to apply each topic immediately, which strengthens memory and builds confidence. The curriculum should pair every core topic with at least one exercise so that learning is not limited to listening. Example: after the topic on search techniques, participants are given a research question and must retrieve three relevant reports using a Boolean search.

Practical exercises to build into the curriculum:

• Hands-on sessions: Each participant works at a computer on a guided task, such as logging in, running a search and downloading a document. The exercise sheet states the task, the steps and the expected result.
• Case studies: A short realistic scenario is presented, for example a student who must find all dissertations on a topic published in the last five years. Participants decide which search strategy and filters to use and explain their choices.
• Search challenges: Participants are given a set of questions to answer using the repository, with the aim of finding the answer in the shortest time using good techniques.
• Practice submission: Users upload a sample document to a test area, complete the metadata fields and note common errors, without affecting the live collection.
• Error-spotting tasks: Participants examine a poorly completed metadata record or a poorly constructed search and identify what should be corrected.
• Short quizzes and checklists: Brief questions or a skills checklist at the end of a topic show whether the learning outcome has been reached and which areas need review.

4.1.3 Customize based on user needs

Customising training means adjusting the content, depth, language and materials so that each group learns what is useful to it. One standard course delivered to everyone usually bores advanced users and loses beginners. Example: a session for secondary school teachers using the repository for teaching resources will differ from one for postgraduate researchers depositing theses.

Tailor content for different user groups (e.g., beginners vs. advanced users)

User groups differ in prior experience, tasks and the time they can give to training. Content should be selected and pitched to match these differences while still covering the objectives set for the group. Example: a group of first-year students may spend most of the session on basic search and downloading, while a group of research staff covers deposit procedures and metadata quality.

The table below compares how training may differ for two levels of user.

Other ways of grouping users:

• Students: Focus on finding past papers, theses and reading material, and citing them in assignments.
• Researchers and lecturers: Focus on depositing outputs, metadata quality, visibility of their work and tracking use.
• Public service officers: Focus on locating policy documents, reports and legal materials quickly for work tasks.
• Community members: Focus on simple access to open materials, with extra support on basic digital skills.
• Library staff and administrators: Focus on managing records, approving submissions and supporting other users.

Adapt training materials to user requirements

Training materials include handouts, slides, exercise sheets, quick reference guides and demonstration records. They should be adjusted so that each group can understand and use them easily, both during and after the session. Example: a one-page quick guide with screenshots showing how to search and download a thesis may be more useful to a beginner than a long manual.

Ways of adapting materials:

• Level of language: Use plain wording for beginners and explain technical terms such as metadata, embargo and DOI, while advanced users can receive more technical guides.
• Relevant examples: Use search topics and documents that relate to the group's field, such as education reports for teachers or health policy papers for public health officers.
• Screenshots and step-by-step guides: Show the actual screens of the repository in use, with numbered steps, so that users can repeat the task alone.
• Quick reference cards: Provide short summaries of search operators, submission checklists or contact details for support that users can keep at their desks.
• Accessibility needs: Provide larger print, clear fonts and screen-reader-friendly files for users with visual impairments, and allow extra time where needed.
• Update and review: Check that materials match the current version of the repository and revise them when the interface or policies change, using feedback from earlier groups.

4.1.1 Training Program

A well-structured training program organizes learning activities to achieve the defined objectives systematically. In Kenyan libraries, training programs must accommodate diverse learners and resource constraints.

Structure and Duration of Training

Training programs should be structured into modules covering topics such as repository navigation, search strategies, and content contribution. The duration must balance depth with user availability, often requiring short-focused sessions.

Delivery Modes

Programs can be delivered face-to-face, online, or blended, depending on user access to technology. For example, a county library may combine in-person workshops with online tutorials.

Scheduling Flexibility

Scheduling should consider users’ work or study hours, with options for weekend or evening sessions to maximize attendance.

Inclusion of Practical Exercises

Hands-on practice with the repository during training enhances skill acquisition, such as live search demonstrations or guided uploads.

Monitoring and Evaluation

Programs should include mechanisms to monitor attendance and evaluate learning outcomes through quizzes or practical tasks.

Develop Curriculum

Curriculum development translates training objectives into a detailed content plan. It guides trainers and ensures comprehensive coverage of necessary skills.

Curriculum Framework Design

A curriculum framework outlines key topics and subtopics, ensuring logical progression from basic to advanced concepts.

Selection of Content

Content should be relevant to the repository system in use and user needs, such as metadata standards or copyright guidelines for digital content.

Incorporation of Learning Resources

The curriculum should specify resources like manuals, videos, and practice datasets to support diverse learning styles.

Integration of Assessment Tools

Including formative and summative assessments within the curriculum helps track learning progress and identify areas needing reinforcement.

Periodic Curriculum Review

Regular reviews ensure the curriculum remains current with technological updates and user feedback, as practiced by the Kenya National Library Service.

4.1.2 Align Objectives with User Needs

Aligning training objectives with user needs ensures that training is relevant and addresses actual challenges faced by users in accessing electronic repositories.

Conducting User Needs Assessment

Before defining objectives, training coordinators should assess users’ current skills and information needs through surveys or interviews, as done at Nairobi University Library.

Differentiating User Groups

Different user groups such as undergraduate students, postgraduate researchers, and library staff have distinct needs that must be reflected in objectives.

Prioritizing Critical Skills

Objectives should prioritize skills that enhance users’ ability to locate, evaluate, and use repository content effectively, especially for academic research and policy formulation.

Considering Institutional Goals

Training objectives should also align with the institution’s goals, such as promoting open access publishing or increasing repository deposits.

Incorporating Feedback Mechanisms

Continuous feedback from users post-training helps refine objectives to better meet evolving needs.

Specify Knowledge and Skill Levels to Be Achieved

Specifying the expected knowledge and skill levels allows trainers to design sessions that are neither too basic nor too advanced, optimizing learning outcomes.

Defining Beginner Competencies

For new users, skills may include basic navigation, simple searches, and understanding repository terminology.

Intermediate Skills Focus

Intermediate users should master advanced search techniques, use of Boolean operators, and customization of search alerts.

Advanced User Capabilities

Advanced users need skills in metadata management, uploading content, and repository administration functions.

Integrating Digital Competency Frameworks

Kenya’s digital literacy frameworks can guide the specification of knowledge and skill levels to ensure consistency and relevance.

4.1.3 Customize based on user needs

Customization ensures training resonates with users’ experience levels, roles, and information goals, increasing effectiveness.

Tailor Content for Different User Groups

Training content must be adapted to the specific needs of various user groups to optimize learning outcomes.

Beginners

Beginner users require foundational knowledge, such as understanding repository purpose, basic navigation, and simple search techniques. For instance, new university students may benefit from step-by-step walkthroughs and glossary explanations.

Intermediate Users

Users with some repository experience need training on refining searches, using filters, and managing saved queries. Library assistants at a SACCO might focus on these skills to assist members effectively.

Advanced Users

Advanced users, such as academic staff or repository managers, require training on content submission protocols, metadata editing, and repository customization.

Special User Groups

Groups like researchers in health facilities or policy analysts in county offices may need domain-specific training emphasizing relevant content types and search strategies.

Continuous Learning Pathways

Providing pathways for users to progress from beginner to advanced levels supports sustained competency development.

Adapt Training Materials to User Requirements

Training materials must reflect users’ literacy levels, language preferences, and technological access to facilitate comprehension and engagement.

Language and Terminology

Materials should use clear, locally understood language avoiding jargon, or provide explanations for technical terms. For example, Kiswahili versions or bilingual materials can improve accessibility in county libraries.

Format and Accessibility

Materials should be available in multiple formats, including printed handouts, PDFs, and video tutorials, accommodating users with varying internet connectivity.

Visual Aids and Examples

Using screenshots, flowcharts, and Kenyan context examples enhances understanding. A case study on accessing agricultural research at a cooperative can illustrate search methods effectively.

Interactive Elements

Incorporating quizzes, practice exercises, and discussion prompts encourages active learning and retention.

Updating Materials

Materials should be regularly updated to reflect software upgrades or changes in repository policies, ensuring ongoing relevance.

Chapter Summary

This chapter focused on the essential steps for conducting effective electronic repository database user training. It began with defining clear training objectives by establishing specific learning outcomes that align with the needs of different user groups while specifying the knowledge and skill levels to be achieved. The development of a comprehensive training program involved creating a detailed curriculum tailored to these objectives and customizing the content to address various user requirements, such as differentiating between beginners and advanced users. The chapter then covered the scheduling and implementation of training sessions, emphasizing the importance of creating a well-structured timetable. Various session formats were explored, including in-person training, online webinars, video tutorials, and blended learning approaches to accommodate diverse learning preferences. Finally, the chapter addressed the delivery of training sessions with effective presentations designed to enhance user understanding and engagement with the electronic repository system.