Public libraries and early literacy development programmes for preschoolers at the Kenya National Library Services

Abstract

The study aimed to investigate the state of early literacy development programmes and services for preschoolers at the Kenya National Library Services. Using a mixed method design, a sample of 244 library staff, including, heads of branch libraries and children librarians/library assistants were selected from different county libraries. Given the small target sample of 244, the study used the census approach to involve all the subjects; 61 heads of branch libraries were interviewed and 183 children’s librarians/library assistants were asked to complete self-administered questionnaires. Additionally, a document analysis guide was used to extract data from the staff training manuals. Data were transcribed and responses grouped thematically. The participants’ responses to each question were studied by gauging the views of the majority. Quantitative data were analysed by descriptive statistics. The Statistical Package for the Social Sciences (SPSS) version 23 was utilised to facilitate all computations and the output for interpretation of the quantitative data. Qualitative data employed the factor analysis method. The study found that to a relatively large extent, the Kenya National Library Services embraced the early literacy development programmes. The study reported a number of programmes and practices held by the Kenya National Library Services in pursuit of enhancing early literacy development programmes among the preschoolers, including storytime events, storytelling and in-house sensitisation. The librarians had a significant role in enabling literacy development programmes by providing relevant resources to the preschoolers while parents played different roles like accompanying the preschoolers to the library. Among the staff training initiatives for enhancing early literacy development programmes were in-house sensitisation and inductions through partnerships. The study found that strategies for enhancing early literacy skills development among preschoolers in the Kenya National Library Services include self-evaluation and fun days and incentives for the preschoolers. The major contribution of this study is that the findings may lead to the improvement of early literacy programmes at Kenya National Library Services in Kenya. They will also help the researchers in gaining knowledge on early literacy programmes and skills for preschoolers as applied in public libraries. The study may also contribute to the growing body of knowledge on early literacy research, more specifically in Kenya where little or nothing has been written on the subject, particularly in relation to early literacy programmes for preschoolers in public libraries.