4.2.1 Study Skills: Library Skills Notes, Quizzes & Revision
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4.2.1 Study Skills: Library Skills
Topic: 4.2 Reading — Subject: English — Target age: 15 (Kenya)
Library Etiquette
Locate & Use Resources
Analyse Visuals
Specific learning outcomes
- a) Demonstrate library etiquette when accessing and using library resources.
- b) Locate and utilise resources in the library to conduct research.
- c) Analyse visuals such as maps, charts, photographs and diagrams for lifelong learning.
- d) Use print and digital library resources to research information.
- e) Acknowledge the importance of using effective study skills for lifelong learning.
- f) Identify the categories of library skills: etiquette, locating & utilising resources, analysing visuals, print & digital resources, and effective study skills.
Notes — What you need to know
1. Library etiquette (how to behave)
- Be quiet or use a low voice; avoid disturbing others studying.
- Handle books and materials with clean hands; turn pages carefully.
- Return books to the correct place or the returns shelf; respect loan periods.
- No eating or drinking near books and computers.
- Ask librarians for help politely — they are there to assist research and learning.
- Use mobile phones only in designated areas and on silent mode inside the library.
2. Locating and using library resources
Steps to find information quickly:
- Start with the library catalogue (card catalogue or OPAC). Search by title, author or subject.
- Understand Dewey Decimal classification (common in Kenyan school libraries): know the main groups (e.g. 400 languages, 820 English literature, 900 geography & history).
- Use indexes and table of contents in books to check relevance before reading fully.
- Use reference sections (encyclopedias, atlases, dictionaries) for quick facts; they usually do not circulate.
- Check periodicals (newspapers, journals) for current information; note publication date and author.
3. Using print and digital resources
- Print: textbooks, reference books, magazines, newspapers, atlases, maps, photographs.
- Digital: library e-catalogue, e-books, online journals, Google Scholar, Kenya National Library Service (KNLS) e-resources, school LMS.
- Evaluate digital sources: check author, date, institution, and whether the source is reliable (e.g. .gov.ke, .ac.ke, established publishers).
- Save or print key pages; record full citation details immediately (title, author, year, page, URL, date accessed).
4. Analysing visuals (maps, charts, photos, diagrams)
Steps to analyse any visual:
- Observe: Look carefully. What is the title? What is being shown?
- Identify parts: legend, scale, labels, axes, captions, source of the visual.
- Context: When and where was it produced? Who made it and why?
- Read data: For charts, check values and trends; for maps, check scale, direction (N), and symbols.
- Interpret: What message or information does it give? How does it support the text or your research question?
- Critique: Are there biases, missing information, or unclear labels?
5. Effective study skills for lifelong learning
- Plan study time: make a timetable and set specific goals (e.g., 45 minutes focusing on one topic).
- Active reading: use SQ3R — Survey, Question, Read, Recite, Review — for textbooks and articles.
- Note-taking: use headings, bullet points, and margins. Try Cornell notes for revision.
- Paraphrase and summarise: put ideas into your own words; avoid copying verbatim without citation.
- Group study and peer teaching: explain ideas to classmates to deepen understanding.
- Use checklists and to-do lists for research tasks (find sources, read, cite, draft, revise).
6. Citing sources (basic practice)
Always acknowledge the source of facts or images. A simple format you can use in school work:
- Book: Author(s). Title. Place: Publisher, Year. (e.g., M. Mwangi. English Literature. Nairobi: EduPress, 2018.)
- Website: Author (if any). "Title of page." Website name. URL. Date accessed. (e.g., KNLS. "E-resources". https://knls.co.ke. Accessed 04 Apr 2026.)
- Photo or Map: give title, creator (if known), source, and date.
Suggested learning experiences (activities)
- Library etiquette role-play: in small groups, act scenarios (asking for help, returning a damaged book, quiet study). Class discusses correct behaviour.
- Catalogue & Dewey treasure hunt: give a list of topics; learners use OPAC or card catalogue and find three books each, record call numbers and shelf locations.
- Research mini-project: choose a Kenyan topic (e.g., "Climate change effects in Kenya"). Use at least two print and two digital sources; create a one-page summary and list citations.
- Visual analysis workshop: provide a map, a chart and a photograph. Students complete a guided worksheet: title, purpose, main features, two inferences, and one limitation.
- Annotated bibliography: each learner finds two sources on a chosen topic and writes a 2–3 sentence note explaining usefulness and reliability.
- Study skills session: teach SQ3R and Cornell notes; learners practise with a textbook chapter and compare notes in pairs.
Classroom resources & Kenyan context
- Use the school library and KNLS branches or their online services for e-books and databases.
- Refer learners to trusted Kenyan sources: government (.go.ke), universities (.ac.ke), and established local publishers.
- Encourage learners to practice borrowing rules and to participate in library orientation sessions provided by librarians.
Quick checklist (for every research session)
- Have I searched the catalogue (OPAC/card catalogue)?
- Have I checked both print and digital resources?
- Did I note the full citation details for each source?
- Did I analyse any visuals carefully (title, scale, legend, source)?
- Did I follow library rules while working in the library?
Prepared for learners aged 15 in Kenyan secondary schools — use these notes during library visits and while preparing assignments. Librarians are valuable partners: always ask for guidance.