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The purpose of this paper is to provide an analysis of ways in which teaching, learning and research can be demystified in higher institutions of learning (HILs). Over the last decade, HILs around the world have faced various transformations to adapt to new opportunities for knowledge dissemination and utilization. Many benefits are gained from implementation of the platform including visibility, status and increased reputation. Despite the high uptake of institutional repositories (IRs) to guide teaching, learning and research of higher institutions learning's digital resources more effectively, little has been written on how IRs can be used for effective teaching, learning and research in higher institutions of learning.

Using analytical method, this paper analysed and presented various thematical issues on IRs in relation to its efficacy, while proposing solutions for its sustainability.

The paper found that most universities have embraced IRs as an option for increasing their visibility, status and researchers' relevance in the knowledge world. It is the conclusion of the study that IRs are currently recognized as an essential infrastructure to respond to the higher institutions of learning challenges in the digital world.

This paper provides higher institutions of learning an opportunity to prepare their IRs to demystify teaching, learning and research. Since IRs will make it possible to access variety of information at any time whenever required.

Knowledge accessibility and utilization bring about social change in the society.

Little has been documented on how IRs can be used for effective teaching, teaching, learning and research in HILs. This paper provides an analysis of ways in which teaching, learning and research can be demystified in these institutions. Thus, it contributes new knowledge on demystifying teaching, learning and research through IRs in HILs.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/01435129410060301. When citing the article, please cite: Cephas Odini, (1994), “Collection Development: The Experience of Kenya Polytechnic Library”, Library Management, Vol. 15 Iss: 4, pp. 12 - 16.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/00242539410067700. When citing the article, please cite: Cephas Odini, (1994), “The Performance of Manual Indexes and Online Databases in Information Retrieval”, Library Review, Vol. 43 Iss: 6, pp. 44 - 49.

Gives an overview of information and library systems in a developing African nation, Kenya. Highlights the prevailing local conditions. Discusses the national library system with particular reference to public, academic, special and school libraries. Also briefly considers staffing needs of the national information services. States factors inhibiting the development of effective national information systems; it is, however, recognized that the country has a sound information infrastructure on which to develop information services.

The article gives an overview of recent library and information developments in East Africa. Discusses the prevailing local conditions and decries the declining state of libraries in East Africa. Highlights the initiatives taken by the Eastern African governments and international organizations such as UNESCO and IFLA to try and stop the rot of libraries and information systems. Recognizes the positive role played by professional associations in supporting library development. Offers the East African governments a challenge to appreciate the importance of literacy and provision of adequate funding to establish and maintain the infrastructure of service and acquisition of resources.

Interpersonal skills in the management of libraries and information organisations are increasingly important, as is the need for adequate training in this area. Training methods are discussed which might be used to improve the interpersonal skills of librarians and information workers. Factors which might inhibit or encourage individuals from transferring their learning from training to work are also outlined.

The definition and nature of planning are discussed and related more specifically to the need for and problems of planning library and information services, especially in developing countries. The need for a dynamic as opposed to static planning process is stressed.

Every big company requires a good information service to serve its organizational interests in industrial trends, marketing intelligence, competitive intelligence and the interpretation of government regulations and policies affecting the company. A good information service is a mark of an efficient and forward looking company and the need for such a service in every big industrial company is indisputable; the exact nature of service is more of the unknown factor. Attempts to offer an outline proposal for the setting up of an information service suitable for a large industrial company.

The psychological, communication, motivational and administrative factors which require attention in the management of change in library services are all examined. The importance of change, particularly in relation to progress in service provision, is emphasised. The selection of change management strategies to minimise hardship in staff administration and to ensure effective implementation and staff commitment is considered.

Highlights the major trends in information needs and use in a survey of the literature from the later 1940s to the present time. The shortcomings of early studies, particularly questionnaire surveys, are found to be defective methodology and shallow conceptualization. More sophisticated and refined techniques were introduced in the mid 1960s leading to more empirical research and to the study of informal transmission systems. The 1970s still revealed a need for greater conceptualization. New paradigms and approaches emerged in the 1980s leading to considerations of the environment in which information is used and distinctions between the cognitive and social aspects of information.