Mapping new literacies programmes in Kenyan public university libraries

Purpose The Commission for University Education (CUE) in Kenya’s standards indicates that university libraries need to implement information literacy. This paper seeks to assess the types of literacies that instructional librarians and library directors in public universities in Kenya consider essential and prioritise. Design/methodology/approach This study utilized a convergent mixed-methods design to gather quantitative and qualitative data from library directors and instructional librarians in academic libraries in Kenya. The data were analysed and merged through interpretation. In order to test the reliability of the tools, the questionnaires and interview schedules were subjected to a clear framing of questions, coding and piloting. Findings The study found that instructional librarians have highly prioritised digital literacy while primarily providing and implementing informational literacy. They have also recognised information literacy as highly essential and desirable. Practical implications The findings provide an opportunity for universities to reassess and diversify literacies offered. This can inform the revision of policy and guidelines of the CUE and public universities. Originality/value The study provides an empirically based analysis of literacies deemed essential, preferred, provided, prioritised and implemented in public university libraries. The insights are applicable to private universities in Kenya and similar contexts elsewhere, particularly in understanding how different types of literacies can enhance library services and support student learning in those environments, thereby situating an under-represented context within the wider global discourse on the evolving role of literacy programmes in the digital era.