Digital literacy skills for students with visual and hearing impairments in Kenyan public universities

Abstract

Purpose The purpose of this study is to examine the accessibility and availability of digital resources by assessing the digital literacy status and information access infrastructure for students with visual and hearing impairments in public universities in Kenya. This research sought to identify the challenges encountered by students with visual and hearing impairments in their pursuit of knowledge and education and ultimately provide valuable insights and recommendations on improving digital literacy, ensuring equal opportunities for access and benefits from online educational materials and resources, thereby promoting inclusivity and enhancing the learning experiences of these students. Design/methodology/approach This study used mixed research design to sample, collect and analyze data with a target of 35 public universities in Kenya from which five universities were sampled using convenient sampling. The sample population included 32 respondents selected purposively. Of these, 7 chief university librarians and 25 digital librarians where selected to provide data on key digital literacy skills and digital information access procedures of the universities. Data was collected using open and closed-ended questionnaires that were distributed using Google Forms. Descriptive statistics was used to analyze the quantitative data, while content analysis and Microsoft Excel and SPSS data analysis tool to analyze qualitatively. Findings The findings of this study established that there are few students with visual and hearing impairments in public universities in Kenya. Moreover, the findings further indicated that even though university librarians are aware and are fully participating in disability mainstreaming, there is a need to review the current policies to optimize the use of ICT, assistive technologies, digital literacy and specific training of staff to enable seamless information access for students with visual and hearing impairments. Originality/value This research is unique in its focus on assessing digital literacy skills for students with visual and hearing impairments in public universities in Kenya. While other studies have concentrated on digital literacy skills among the general student population, this study sheds light on the challenges faced by visually and hearing-impaired students in accessing digital information through online platforms. By examining digital literacy skills among these students, this study provides a fresh perspective on ensuring inclusivity.

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