The feasibility of offering standardised data literacy services at selected private university libraries in Kenya

Abstract

In the era of rapid data generation and digital transformation, the ability to effectively navigate, interpret, and utilize data is fundamental for researchers in Kenyan universities. This study delves into the critical areas of data literacy to address the challenges researchers encounter while managing research data. Defined as the capacity to read, understand, create, and communicate data as information, data literacy, is necessary for researchers in diverse fields. It provides researchers with skills to access, analyse, interpret, evaluate, and employ data to enhance problem-solving and informed decision-making. Despite the ubiquity of data, researchers in Kenyan universities grapple with data management challenges. This study's primary objective was to assess the feasibility of implementing standardized data literacy services within private university libraries in Kenya. The study was aimed at achieving the following four key objectives: evaluating the data literacy needs of faculty members and postgraduate students in selected private universities in Kenya; assessing the organizational infrastructure within these private university libraries to determine their readiness for delivering data literacy services; investigating the technical infrastructure readiness of these libraries for implementing data literacy training and developing a comprehensive framework that encapsulates the requisites for successful data literacy initiatives in Kenyan universities. The study employed both quantitative and qualitative approaches, involving surveys, interviews, and document analysis. For data analysis the study used statistical tools and thematic analysis to extract meaningful insights from the collected data. Findings reveal a pronounced gap between existing library services and researchers' data literacy needs. Majority of the participants expressed dissatisfaction with the current level of data-related support, highlighting the necessity for education and training on data management, metadata creation, and research data services. Furthermore, challenges associated with data management, including data publishing and open data practices, were evident. The study identified key stakeholders in the implementation of data literacy programs in universities, including libraries, ICT departments, research directories, government agencies and regulators as well as research funders. A key role to be played by the library was well pronounced emphasizing the integral role of academic libraries could play in promoting data literacy. Libraries were pointed out having shown to possess the necessary capacity, infrastructure, and expertise to facilitate data literacy programs effectively. This study aligns with the Radical Change theory, Stakeholder theory, Intellectual Capital model, and the Bielefeld University RDM training model to provide a comprehensive framework for data literacy initiatives. It underscores the urgency for academic libraries to adapt to evolving research needs and embrace their role in fostering data literacy. The study lays the foundation for enhancing data literacy among researchers in Kenyan universities and offers practical recommendations to bridge existing gaps, emphasizing collaboration among stakeholders and the adoption of policies and infrastructure supporting open science and research data. The developed data literacy framework holds the potential of improving research quality, innovation, and societal impact within Kenya's academic community.