Influence of Information Literacy Skills Policies on Kiswahili Language Training Delivery in Kenya: A Case of Fourth-Year Kiswahili Students at Lukenya University

Abstract

Information literacy skills (ILS) have emerged as a critical competence in the knowledge economy, essential for academic success and lifelong learning. In the context of language training, especially in Kiswahili—a national and official language in Kenya—information literacy skills play a pivotal role in enhancing students’ engagement with linguistic, literary, and cultural resources. This paper examines the influence of information literacy skills policies on Kiswahili language instruction at Lukenya University, a case of fourth-year Kiswahili students as a case study. The ability to identify information needs and formulate them as researchable questions in Kiswahili, search for information from a variety of sources, such as databases, digital repositories, and Kiswahili texts, and interpret and synthesize information using suitable Kiswahili grammar and vocabulary are all made possible by information literacy skills. This improves their critical thinking skills and linguistic ability, particularly in academic writing and communication.  The research investigates the extent to which ILS policies have been implemented, their impact on pedagogical practices, and how they influence students' academic performance and research capabilities. A mixed-methods approach involving questionnaires, interviews, and document analysis was employed. The findings reveal that while IL skills policies exist, their implementation is inconsistent, affecting students’ ability to effectively engage with Kiswahili academic content. The study recommends institutionalizing comprehensive ILS programs integrated into the Kiswahili curriculum and fostering collaboration between academic departments and libraries to support language learning.