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i
DEDICATION
We dedicate this work to Malvin Kimani, Grace Mugure, Matu, Waithera and Muthoni.
ii
PREFACE
This book represents an extended and thoroughly researched teaching and learning materials for
all levels of educat ion, that is, primar y, secondary and t ertiary level. The book has discussed
extensively on communication skills, how people should communicate effectively for the smooth
running of the society and national development. It has expounded on how students should
constructively study, how one can use the library effectively, citation and referencing. The book
has also discussed at length on listening skills. It has included cues on how to read effectively for
HDV\FRPSUHKHQVLRQDQGZKDWWRGRLQRUGHUWRSDVVH[DPLQDWLRQV,W¶VDPXVWUHDGIRUDOOpeople
who would like to commu nicate effectively.
iii
TABLE OF CONTENT
DEDICATION............................................................................................................................ i
PREFACE.................................................................................................................................. ii
TABLE OF CONTENT ............................................................................................................ iii
TOPIC 1 ....................................................................................................................................1
1.0 INTRODUCTION TO COMMUNICATION SKILLS .....................................................1
1.1 Defining the Term Communication .......................................................................................1
1.2 Types of Communication ......................................................................................................2
1.2.1 Types of communication based on the communication channels used are: ..........................2
1.2.1.1 Verbal Communication....................................................................................................2
1.2.2 Types of Communication Based on Purpose and Style........................................................9
1.3 Factors to consider when choosing a communication media ..................................................9
1.4 Stages in the communication process...................................................................................10
1.5 Communication cycle..........................................................................................................11
1.6 The roles of a sender and receiver........................................................................................12
1.6.1 Role of the sender.............................................................................................................12
1.6.2 Role of the receiver ..........................................................................................................13
1.7 Basic principles of communication ......................................................................................13
1.8 The Purpose for communication..........................................................................................15
1.9 Importance of communication .............................................................................................17
1.10 Barriers to communication................................................................................................. 17
1.11 Possible remedies to the barriers........................................................................................20
TOPIC TWO ...........................................................................................................................23
iv
2.0 STUDY SKILLS................................................................................................................23
2.1 Tips to effective study .........................................................................................................23
2.2 Presentation of Work...........................................................................................................28
2.3 Planning work.....................................................................................................................29
2.4 Note-taking during lecture...................................................................................................30
2.4.1 Challenges of note taking ................................................................................................. 31
2.5 Formation of discussion groups ...........................................................................................31
2.6 Critical Thinking .................................................................................................................32
TOPIC 3 ..................................................................................................................................34
3.0 LIBRARY SKILLS.............................................................................................................34
3.1 What is a library? ................................................................................................................34
3.2.1 National or state library ....................................................................................................35
3.2.2 Academic library ..............................................................................................................36
3.2.2.1 The functions of an academic library .............................................................................37
&KLOGUHQ¶VOLEUDULHV ...........................................................................................................38
3.2.4 Special libraries................................................................................................................40
3.2.4.1 The functions of a special library ...................................................................................40
3.2.5 Research libraries .............................................................................................................41
3.2.6 Reference libraries............................................................................................................42
3.2.7 Public libraries .................................................................................................................42
3.3 Sections of a library.............................................................................................................43
3.3.1 Acquisition Section ..........................................................................................................43
3.3.2 Cataloguing Section..........................................................................................................43
3.3.3 General-Readers Section/circulation section .....................................................................44
v
3.3.4 Short-Loan Section...........................................................................................................44
3.3.5 Technical Section .............................................................................................................44
3.3.6 Reference Section.............................................................................................................44
3.3.7 E-Resources Section/ Multimedia Section ........................................................................45
3.3.8 Periodicals Section ...........................................................................................................45
3.3.9 National collection section................................................................................................45
3.3.10 Children section..............................................................................................................45
3.3.11 Exhibition-cum-conference section.................................................................................45
3.4 Library Classification.......................................................................................................... 46
3.4.1 Types of Library Classification.........................................................................................47
3.4.2 The Library o f Congress Classification System (LC) ........................................................49
3.4.3 The Dewey decimal classification (DDC) .........................................................................51
3.5 Library catalogue ................................................................................................................53
3.6 What is citation?..................................................................................................................55
3.7 Referencing/Bibliography process .......................................................................................57
TOPIC 4 ..................................................................................................................................60
4.0 LISTENING SKILLS .......................................................................................................60
4.1 What is listening? ................................................................................................................60
4.2 Things that we listen to actively ..........................................................................................61
4.3 Why You Need Good Listening Skills.................................................................................61
4.4 Reason why we listen..........................................................................................................62
4.5 Tips to Effective and Active Listening Skills.......................................................................63
4.6. How to prepare...................................................................................................................65
4.7 Difficulties encountered while listening...............................................................................66
vi
4.7.1 Barriers to effective listening............................................................................................66
4.8 Possible remedies................................................................................................................68
TOPIC 5 ..................................................................................................................................69
5.0 READING SKILLS...........................................................................................................69
5.1 What is reading?..................................................................................................................69
5.2 Types and methods of reading .............................................................................................70
5.3 Strategies for Reading Comprehension ................................................................................71
5.4 Why study Reading Skills?..................................................................................................72
5.5 Importance of reading..........................................................................................................73
5.6 Barriers to effective reading ................................................................................................73
TOPIC 6 ..................................................................................................................................75
6.0 NON-LINEAR...................................................................................................................75
6.1 What is non-linear? .............................................................................................................75
6.2 Types of visual aids.............................................................................................................75
6.2.1 Objects .............................................................................................................................75
6.2.2 Models .............................................................................................................................75
6.2.3 Maps ................................................................................................................................76
6.2.4 Tables...............................................................................................................................76
6.2.5 Photographs......................................................................................................................76
6.2.6 Diagrams..........................................................................................................................76
6.2.7 Graphs..............................................................................................................................76
6.2.7.1 Bar graph.......................................................................................................................77
6.2.7.2 Line graph .....................................................................................................................77
vii
6.2.7.3 Pictograph .....................................................................................................................77
6.2.7.4 Line plot........................................................................................................................77
6.2.7.5 Pie chart ........................................................................................................................77
6.2.7.6 Map chart ......................................................................................................................78
6.2.7.7 Histogram......................................................................................................................78
6.2.7.8 Frequency Polygon........................................................................................................79
6.2.7.9 Scatter plot ....................................................................................................................79
6.2.7.10 Stem and Leaf Plot ......................................................................................................79
6.2.7.11 Box plot.......................................................................................................................79
6.3 Importance of non-linear.....................................................................................................79
TOPIC 7 ..................................................................................................................................81
7.0 EXAMINATION SKILLS ................................................................................................81
7.1 What is an examination skill? ..............................................................................................81
7.2 Preparation Strategies to Tackle Examination......................................................................81
7.3 Examination Rubrics ...........................................................................................................83
7.4 How to pass examinations ...................................................................................................85
REFERENCES .........................................................................................................................89
SAMLE QUESTIONS...«««««««««««««««««««««««««««3
1
TOPIC 1
1.0 INTRODUCTION TO COMMUNICATION SKILLS
1.1 Defining the Term Communication
Since communication happens around us all the t ime, the process is often taken for granted. A
large amount of time is spent communicating hence there is need to make sure that ideas and
information are put in a way that everyone involved can understand. Thinking about what to
say, working out the best way of saying it, finding the right words, making sure the other person
understands and understanding anything he\she says in reply are all vital stages in
communication.
Communication comes fro m the Latin ³communis´,ZKLFK PHDQV ³common´ When we
communicate, we are trying to establish ³commonness´with someone. That is, we are trying to
share information, an idea or an attitude (Schramm, 1993). Looking further, you can find this
type of definition: ³Communications is the mechanism through which human relations exist and
develop´6FKUDPP.
Carl Hovland, a well-known psychologist defined communication as ³the process by which an
individual (the communicator) transmits stimuli (usually verbal symbols) to modify the behavior
of the oWKHULQG LYLGXD OVFRPPXQLFDWHV´
Other scholars define communication as:-
³Communication is the transfer of information from one person to another, whether or
not it elicits confidence; but the information transferred must be understandable to the
UHFHLYHU´ -G.G.Brown.
³:e all use language to communicate, to express ourselves, to get our ideas across,
and to connect with the person to whom we are speaking. When a relationship is
working, the act of communicating seems to flow relatively effortlessly. When a
relationship is deteriorating, the act of communicating can be as frustrating as climbing
aKLOORIVDQG´ - Chip Rose, attorney and mediator
³&RPPXQLFDWLRQLVWKHLQWHUFRXUVHE\ZRUGVOetters or message.- Fred G. Meyer.
2
This can therefore lead us to define communication as giving, receiving or exchanging ideas,
information, signals or messages through appropriate media, enabling individuals or groups to
persuade, to seek information, to give information or to express emotions. This broad definition
includes body-language, skills of speaking and writing. It also outlines the objectives of
communication and emphasizes listening as an important aspect of communication.
1.2 Types of Communication
As aforementioned, communication is a process of exchanging information, ideas, thoughts,
feelings and emotions through speech, signals, writing, or behavior. In communication process, a
sender (encoder) encodes a message and then using a medium/channel sends it to the receiver
(decoder) who decodes the message and after processing information, sends back appropriate
feedback/reply using a medium/channel. People communicate with each other in a number of
ways that depend upon the message and its co ntext in whic h it is being sent. Choice of
communication channel and your style of communicating also affect communication.
1.2.1 Types of communication based on the communication channels used are:
There are two types of communication based on channel; verbal communication and nonverbal
communication.
1.2.1.1 Verbal Communication
Verbal communication refers to the form of communication in which message is transmitted
verbally; communication is done by word of mouth and writing. Objective of every
communication is t o have peop le understand what we are tr ying to convey. In verbal
communication always remember the acronym KISS - keep it short and simple.
When we talk to others, we assume that others understand what we are saying because we know
what we are saying. But this is not the case. Usually people bring their own attitude, perception,
emotions and thought s about the topic and hence creates barrier in delivering t he right meaning.
In order to deliver the right message, you must put yourself on the other side o f the table and
WKLQNIURP\RXUUHFHLYHU¶VSRLQWRIYLHZ:RXOGKHXQGHUVWDQGWKHPHVVDJH"+RZLWZLOOLWVRXQG
on the other side of the table?
3
Verbal Communication is further divided into, two oral /spoken and written communication
a. Oral/Spoken Communication
In oral communication, Spoken words are used. It includes face-to-face conversations, speech,
telephonic conversation, video, radio, television, voice over internet. Examples of spoken
communication that is used in the workplace include conversations, interviews,
counseling/helping colleagues, meetings, conferences and so on (Wenbin Nah, 2008). In oral
communication, communication is influenced by pitch, volume, speed and clarity of speaking.
The following are the advantages of communication:-
Advantages of Oral/spoken communication
i. Oral co mmunication allows for immediate feedback such as the opportunity to ask
questions when the meaning is not entirely clear.
ii. The sender is able to check and see whether if the instruction is clear or has created
confusion.
iii. There is high level of understanding and transparency in oral communication as it is
interpersonal.
iv. There is no element of rigidity in oral communication. There is flexibility for allowing
changes in the decisions previously taken.
v. Spoken instructions are flexible and easily adaptable to many diverse situations.
vi. The feedback is spontaneous in oral communication. Thus, decisions can be made
quickly without any delay.
vii. Oral communication is not only time saving, but it also saves upon money and efforts.
viii. Oral communication is best in case of problem resolution. The conflicts, disputes
and many issues/differences can be put to an end by talking them over.
ix. Oral communication is an essential for teamwork and group energ y.
x. Oral communication promotes a receptive and encouraging morale among organizational
employees.
xi. Oral communication can be best used to transfer private and confidential
information/ matt er.
4
xii. In a face-to-face conversation, by reading facial expression and body language one can
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Disadvantages of Oral/spoken communication
i. Poor presentation of the message or the instruction can result in misunderstanding and
wrong responses.
ii. Relying only on oral communication may not be sufficient as business communication is
formal and very organized.
iii. Oral co mmunication is less authentic than written communication as they are informal
and not as organized as written communication.
iv. Oral communication is time-saving as far as daily interactions are concerned, but in case
of meetings, long speeche s consume lot of time and are unproduct ive at times.
v. Oral communications are not easy to maintain and thus they are unsteady.
vi. There may be misunderstandings as the information is not complete and may lack
essentials.
vii. It requires attentiveness and great receptivit y on part of the receivers/audience.
viii. Oral communication (such as speeches) is not frequently used as legal records
except in investigat ion wo rk.
ix. Spoken communication is influenced by both verbal and non-verbal communication such
as tone or body language which may twist the meaning of your message in the mind of
the receiver.
b. Written Communication
In written communication, written signs or symbols are used to communicate. A written message
may be printed or hand written. In written communicat ion message ca n be transmitted via, letter,
report, memo, reports, bulletins, job descriptions, employee manuals, and electronic mail are the
types of written communication used for internal communication. For communicating with
external environment in writing, electronic mail, Internet Web sites, letters, proposals, telegrams,
faxes, postcards, cont racts, advertisement s, bro chures, and news releases are u sed ( Wenbin Nah,
2008). Message, in written communication, is influenced by the vocabulary and grammar used,
writing style, precision and clarity of the language used. Written Communication is most
5
common form of communication being used in business.Wr itten commun ication ha s vario us
advantages and disadvantages as exp lained here under: -
Advantages of written communication
i. Written communication is good for complicated and vital instructions, which can be
given in a precise and uniform manner.
ii. Written communication helps in laying down apparent principles, policies and rules for
running of an organization.
iii. It is a permanent means of communication: written instructions can be used for future
references. Therefore important where record maintenance is required
iv. It assists in proper delegation of responsibilities.
v. Written communication is more precise and explicit
vi. (IIHFWLYHZULWWHQFRPPXQLFDWLRQGHYHORSVDQGHQKDQFHVDQRUJDQL]DW LRQ¶V LPDJH
vii. It provides ready records and references.
viii. Legal defenses depend upon written communication as it provides valid records
ix. There is a lesser chance for the message to be misunderstoo d.
x. Authority is transmitted more effectively with a written order than with an oral one
xi. Messages can be edited and revised many t ime before it is actually sent.
xii. Written communication provides record for every message sent and can be saved for later
study.
xiii. Reader can read the information at a pace that suits them.
6
xiv. A written message enables receiver to fully understand it and send appropriat e
feedback.
Disadvantages of written communication
i. Peo ple may no t always read them.
ii. Written communication takes time.
iii. It is impersonal or unfriendly.
iv. Written communication is expensive. It costs huge in terms of stationery and the
manpower employed in writing/typing and delivering letters.
v. Written communication is time-consuming as the feedback is not immediate. The
encoding and sending of message takes time
vi. Effective written communication requires great skills and competencies in language and
YRFDEXODU\ XVH3RRUZULWLQJVN LOOV DQGTXDOLW \KDYHD QHJ DWLYHLPSDFWRQRUJDQL]DWLRQ¶V
reputation.
vii. Too much paper work
viii. It does not answer questions and there is no immediate feedback.
1.2.1.2 Non-verbal Communication
According to McConnell, (2003), nonverbal communication is behavior, other than spoken or
written communication, that creates or represents meaning. In other words, it includes facial
expressions, body movements, and gestures. Nonverbal communication is talking without
speaking a word. It is very effective, maybe even more so than speech. As the saying goes,
³$FWLRQVVSHDNORXGHUWKDQZRUGV´
7
Speech contains nonverbal elements known as paralanguage, including voice quality, rate, pitch,
volume, and speaking style, as well prosodic features such as rhythm, intonation, and stress. On
the ot her hand, written texts have no nverbal eleme nts such as ha ndwriting style, spatia l
arrangement of words, or the physical layout of a page. However, much of the study of
nonverbal communication has focused on face-to-face interaction, where it can be classified into
three principal areas: environmental conditions where communication takes place, physical
characteristics of the communicators, and behaviors of communicators during interaction.
Nonverbal communication is all about the body language of speaker. Nonverbal communication
helps receiver in interpreting the message received. Often, nonverbal signals reflect the situation
more accurately than verbal messages. Sometimes nonverbal response contradicts verbal
communication and hence affects the effectiveness of message. Nonverbal communication has
the following three elements:-
Appearance
Speaker: clot hing, hairstyle, neatness, use of cosmetics
Surrounding: room size, lighting, decorations, furnishings
Body Language
Facial expressions, gestures, postures and how one stands is an important element of non-verbal
communication. For example, leaning towards a speaker indicates intense interest. Frequently
looking away from the speaker indicates disinterest or impatience
Sounds
Voice Tone, Volume, Speech rate
Functions of nonverbal communication
According to Argyle et al (1970) spoken language is normally used for communicating
information about events external to the speakers, non-verbal codes are used to establish and
maintain interpersonal relationships. It is considered more polite or nicer to communicate
attitudes towards others non-verbally rather than verbally in order to avoid embarrassing
8
situations (Rosenthal, Robert and Bella (1979). Argyle (1988) concluded that there are five
primary functions of nonverbal bodily behavior in human communication namely:-
i. Express emo tions
ii. Express interpersonal attitudes
iii. To accompany speech in managing the cues of interaction between speakers and listeners
iv. Self-SUHVHQWDWLRQRIRQH¶VSHUVRQDOLW\
v. Rituals (greetings)
In regards to expressing interpersonal attitudes, humans communicate interpersonal closeness
through a series of nonverbal actions known as immediacy behaviors. Examples of immediacy
behaviors are smiling, touching, open body positions, and eye contact. Cultures that display these
immediacy behaviors are considered high-contact cultures.
Advantages of non-verbal communication
i. You can communicate with someone who cannot hear.
ii. You can communicate in places where you have to avoid talking audibly.
iii. You can communicate without others around you hearing what is being communicated.
iv. You can communicate when a per son is too far away from you to hear you (for example,
by gesturing)
v. Non-verbal communication makes conversation short and brief.
vi. Non-verbal communication saves on time and can be used as a tool to communicate with
people who don't understand your language
Disadvantages of non-verbal communication
i. Long conversations using non-verbal communication are usually not possible.
ii. Non-verbal communication varies from culture to culture.
iii. Particulars of messages using non-verbal communication cannot be discussed in detail.
iv. It is not useful as a public tool for communication
v. It canno t be used everywhere and is les s influential tha n verbal co mmunication.
9
1.2.2 Types of Communication Based on Purpose and Style
Based on style and purpose, there are two main categories of communication and they both bears
their own characteristics. Communicat ion types based on style and purpose are:
i. For mal Communicatio n
ii. Informal Communication
i. Formal Communication
In formal communication, certain rules, conventions and principles are followed while
communicating message. Formal communication occurs in formal and official style. Usually
professional settings, corporate meetings, conferences undergoes in formal pattern. Informal
communication, use of slang and foul language is avoided and correct pronunciation is required.
Authority lines are needed to be followed in formal communication.
ii. Informal Communication
Informal communication is done using channels that are in contrast with formal communication
FKDQQHOV,W¶VMXVWDFDVXDOWDON,WLVHVWDEOLVKHGIRUVRFLHWDO DIILOLDWLRQV RI PHPEHUV LQ DQ
organization and face-to-face discussions. It happens among friends and family. In informal
communication use of slang words, foul language is not restricted. Usually informal
communication is done orally and using gestures. Informal communication, unlike formal
coPPX QLFDW LRQ GRHV Q¶W IR OORZ D XWKR ULW\ OL QHV ,Q DQ R UJDQ L]DW LRQ LW KHOSV LQ ILQGLQJ RXW VWDII
grievances as people express more when talking informally. Informal communication helps in
building relationships.
1.3 Factors to consider when choosing a communication media
There are many factors that the speaker has to consider before he/she chooses the media for
communication. Here are some of the factors to consider:-
i. Reliability
Reliability is of fundamental importance, it considers whether the message will get to the
intended destination. It is also important to consider how reliable it is in getting across the ideas
/message contained.
ii. The receiver
The medium selected should be one that can serve the communication needs of the audience in
terms of age, education background, cultural orientation etc.
10
iii. Relationship with the receiver
The exact nature of relationship the sender has with the receiver influences the kind of
communication media to use.
iv. Confidentiality
Some messages are confidential and should be read or heard by the intended recipient while
others are less private. A letter for instance would be used for confidential messages while
memos, notices and oral messages can be used for less confidential messages.
v. Cost
The channel selected should be co st effective in terms of time ad money.
vi. Speed
The urgency of the message is important. The channel selected should be appropriate to deliver
the message within the expected time span .Speed is usually linked with cost too.
vii. Availability
The channel selected should be available both to the sender and the receiver.
1.4 Stages in the communication process
Communication Process can be defined as a procedure that is used to impart a message or
information from a sender to a receiver by using a medium of communication. The message goes
through five stages when it is sent by the sender to the receiver. These stages are as follows:-
Sender -the sender is the entity that conveys or sends the message. At this stage, an idea, thought
or feeling is formulated in the mind of the sender as a result of an external of internal stimulus or
motivation.
Message - is what is being transmitted from sender to receiver.
Encoding - encoding is a process through which the message is symbolized. It involves giving
the message a communication form.
Channel - channel is the medium through which message is being sent. The sender selects the
most appropriate and effective vehicle that will deliver the message to the receiver.
Communication channels may include websites, letters, email, phone conversations,
videoconferences and face-to-face meetings.
11
Effective communication relies on selecting an appropriate communication channel for your
message. Selecting the wrong communication channel can cause communication obstacles
including information overload and inadequate feedback. The effectiveness of communication
channels can be evaluated based on richness and opportunity for feedback. Richness refers to the
depth of your message. For instance, the Encyclopedia of Business names face-to-face
communication as the richest communication medium. Face-to-face encounters allow the listener
to hear your message, as well as sense your tone of voice and watch your facial expressions to
determine the meaning of your message. Face-to-face communication also allows for instant
feedback, unlike communication mediums like letters and emails.
Receiver - is the ent ity that r eceives the message.
Decoding - decoding is the process in which the message is translated and meaning is generated
out of it.
Feedback - is the process through which receiver sends his response.
The communication process is explained diagrammatically as follows:-
Source: www.mindtools.com/CommSkll/CommunicationIntro.htm
1.5 Communication cycle
Communication cycle is a process o n how a message flows fro m one person to another. Barnlund
(2008) proposed a transactional model of communication indicating that individuals are all
together engaged in the sending and receiving of messages. At the same time, Social scientists
Claude Shannon and Warren Weaver (1949) structured model based on the following elements:
12
i. An information source, which produces a message.
ii. A transmitter, which encodes the message int o signa ls
iii. A channel, to which signals are adapted for transmission
iv. A receiver, which 'decodes' (reconstructs) the message from the signal.
v. A destination, where the message arrives.
Source: info@maximu madvantage.com
1.6 The roles of a sender and receiver
Both sender and the receiver have a role in the communication process:-
1.6.1 Role of the sender
While sending the message you must have the ideas, purpose/reason, means of sending that
communication, the actual act and encoding and the sending of the message.
When composing that letter, ask yourself:-
i. What do I want the receiver to do or think, what do I expect.
ii. Choose appropriate language with an appropriate non-verbal behavior suitable for
you at that appropriate time.
13
iii. Take time to structure your message strategically
iv. Select appropriate media/means; select media that will help achieve your aim.
v. 3XW\RXUVHOI LQWKHUHFHLYHU¶VSRVLW LRQ
vi. Make sure your message is not misunderstood. Avoid being ambiguous, being
vague etc.
vii. Check the feedback and decide whether you are needed to feedback or not
viii. Check the attitude of the receiver of the feedback
1.6.2 Role of the receiver
The rece iver has a role to play while on the other side of the line:-
i. Receive message
ii. Give the message full att ention so that you avoid misu nderstanding.
iii. Check whether the media sender used suit your means
iv. Ensure full comprehension of the message by checking the references to refer to.
v. Check whether there is any underlined meaning/implication.
vi. Ensure you give sufficient and necessary feedback.
1.7 Basic principles of communication
The principles of communication are those aspects that have to be taken into account when
relaying any communication. These principles provide guidelines for the content and style of
presentation adapted to the purpose and receiver of the message. They are called ³7he se ven
&¶V´, they are completeness, conciseness, consideration, concreteness, clarity, courtesy and
correctness.
i. Clarity
It refers to clarity of thoughts and expressions. The writing should be correctly planned and
expressed in a logical way; the writer should make sure that the ideas flow smoothly from the
beginning to t he end. The message must be so clear that even the dullest man in the world should
readily understand it. The communicator must be very clear about all t he asp ects of the idea in
his mind and about the purpose for which it is to be communicated. The speaker should use
14
simple language, use concrete expressions, avoid excessive use o f the infinitives, avoid jargon,
avoid ambiguity and use short sentences (Saleemi, 1997). Getting the meaning from the senders
head to the head of the receiver accurately is the purpose of clarity. Choose precise, concrete and
familiar words-when meaning of words is in doubt, use more familiar words for the audience to
understand them better.
ii. Completeness
According to Saleemi (1997), completeness of facts is absolutely necessary. Incomplete
communication irritates the reader, for it leaves him baffled. If wrong actions follows incomplete
message, they may also prove expensive. It is an essential factor for effective communication. A
message must be organized appropriately and must include all the important det a i ls . T h e
contents of the message must be checked in order to verifythat there is no omission of
the rele vant det ails. An incomplete message can do little to convey the infor mation and to
persuade the receiver.
iii. Conciseness
Conciseness refers to thoughts expressed in the fewest words consistent with
w r i t i n g . Be as brief as possible. Brevity in expression effectively wins t he attention of the
reader but it should not be effected at the cost of appropriateness, clarity, correctness,
completeness or courtesy (Saleemi, 1997). Saleemi indicated that one should include only
relevant facts, avo id repetition, avo id trite and wordy expressions and you organize your
message well.
iv. Consideration
Consider the receiver - consideration means preparing every message with the receiver in mind,
try to put yourself in their place. For instance adopt the you-DWWLWXGH DQG QRW ³ZH´ HPSKDVL]H
positive, pleasant facts and impart integrity to your messages (Saleemi, 1997).
v. Correctness
Communication must be correct in tone and style of expression, spelling, grammar, format,
contents, statistical information; stress-unstressed, etc. there should not be any inaccurate
statements in the message. Efforts must be made to avoid errors in the incorrect written
documents. At the core of correctness is proper grammar, punctuation and spelling. However, a
17
1.9 Importance of communication
Communication plays a powerful role in t he nat ion building a nd development and co ntributes
significantly to bringing about social changes. Communication has led to development in a
community. Below are other major reasons as to why we communicate:-
i. We communicate in order to educate and give instruction to the people we are
communicating with
ii. To provide knowledge for instance in school, church, political rallies etc
iii. To give expertise and skills for smooth functioning by people in society
iv. To create awareness and give opportunity to people to actively participate in
public life.
v. We communicate for Information ±in case you want to know something you have
to ask and be told
vi. We listen for entertainment
vii. We listen for discussion and to persuasion
viii. We listen for understanding and insight - we depend on communication for self-
awareness. Communication helps us to understand ourselves and others
ix. To develop meaningful relationships - it is through communication contacts that
human beings basic and social needs ar e met. Psycholog y has it that peo ple need
each other
x. Influence and persuasion - human beings spend most of their time trying to
influe nce each other to t hink as the y do, act as the y do and like what t hey like.
1.10 Barriers to communication
Communication is the answer to the success of any organization and if there are barriers to its
effectiveness, there will be frustration to the concerned parties. Communication barriers can arise
at every stage of the communication process that is from the sender, the message, the channel,
the receiver, the feedback and the context.
³$ EDUULer to communication is something that keeps meanings from meeting. Meaning
barriers exist between all people, making communication much more difficult than most
people seem to realize. It is false to assume that if one can talk he can communicate.
18
Because so much of our education misleads people into thinking that communication is
easier than it is, they become discouraged and give up when they run into difficulty.
Because they do not understand the nature of the problem, they do not know what to do.
The wonder is not that communicating is as difficult as it is, but that it occurs as much as
it GRHV´ - Reuel Howe, theologian and educator
Barriers to successful communication include message overload, when a person receives too
many messages at the same time, and message complexity (Patrick J. and Charon, B. H, 2008).
Some barriers to communication are discussed here under:-
Physical barriers - Physical barriers are often due to the nature of the environment. Example
poor or outdated equipment, distractions, noise, poor lighting etc
System design: System design faults refer to problems with the structures or systems in place in
an organization.
Semantic barriers - semantic refers to meaning of language used. Often the same word is
interpreted by different people in different ways according to their mental attitude and
understanding. Poorly explained or misunderstood messages can result in confusion (J. Scott
Armstrong, 1980).
i. Physiological barriers - PD\ UHVXOW IURP LQGLYLGXDO¶V SHUVRQDO GLVFR PIRUW LOO KHDlth,
poor eye sight, hearing difficulties etc.
ii. Socio-psychological barrier ±Certain attitudes can also make communication difficult.
For instance, great anger or sadness may cause someone to lose focus on the present
moment. Disorders such as Autism may also severely hamper effective communication
(Berko, M.R, 2010). Other barriers based on social psychological barriers are according
to Saleemi (1997):-
a. Attitude an opinion±if an information agrees with our opinion and attitude, we
tend to receive it favorably but if it ends to run contrary to our accepted beliefs,
ZHGRQ¶WUHDFWfavorably.
b. Emotion ±emotional state of mind affect communication. If the sender is exited
or nervous his thinking will be blurred and he will not be able to organize his
message properly.
c. Closed mind ± LW¶VD SHUVRQ ZLWKGHHSO\LQJUDLQHGSUHMXGLFHV DQG LVQRWSUHSDUHG
to reconsider his opinions
19
d. Status conscious ±are common in organization and subordinates are afraid of
communicating upward any unpleasant information. Superiors also think that
consulting their juniors would be compromising their dignity.
e. The source of communication ±if the receiver is suspicious about a prejudice
against the source of communication there is likely to be a barrier to
communication.
f. Inattentiveness ±people often become inattentive while receiving a message in
particular, if the message contains a new idea.
g. Faulty transmission ±translator can never be perfect.
h. Poor retent ion ±studies shows that employees retain only about 50% of the
information communicated to them. If the information is communicated through
3-4 stages, very little reaches the destination. Poor retention may lead to imperfect
responses which may further hamper the communication process.
iii. Presentation of information ±it is important to aid understanding. The communicator
should consider the audience before making the presentation by simplifying their
vocabulary so that the major ity may understand.
iv. Environmental barrier - Noise that physically disrupts communication, such as
standing next to loud speakers at a party, pulling and moving of seats in a lecture room,
working in a factory etc
v. Physiological-Impairment barrier - Physical maladies that prevent effective
communication, such as deafness or blindness.
vi. Syntactical barrier - Mistakes in grammar can disrupt communication, such subject verb
agreement, abrupt change in tense etc
vii. Organizational barriers - Poorly structured communication can prevent the receiver
from accurate interpretation.
viii. Cultura l barrier: Stereotypical assumptions can cause misunderstandings, such as
unintentionally offending a Kikuyu person by calling him a thief.
20
ix. Noise - is any occurrence that inhibits effective communication; it can occur at any point
in the process. Noise is the causative factor for the message being mis-communicated or
misunderstood due to the problem either in the medium chosen or encoding or decoding
or in some stages of the process.
1.11 Possible remedies to the barriers
2¶+DQORQ7 VDLGWKDW HIIHFWLYHFRPPXQLFDWLRQ LV D tool that can provide innumerable
benefits within the workplace, at school and among interpersonal relat ionships. Despite the
strongest communication skills, certain barriers such as defensiveness, underlying negativity or
cultural roadblocks may limit the effectiveness of the message. By facing common barriers to
communication with well-planned strategies, the messenger and receiver can maximize the
LPSDFW RI WKH PHVVDJH 2¶+DQORQ 7 7R GHOLYHU \RXU PHVVDJHVHIIHFWLYHO\\RXPXVW
ensure that you break down the barr iers that exist in all the stages of communication process.
Here are some possible remedies to some barriers of communication:-
i. Malhotra, J. (2009) said that communication face barriers due to delay, distortion and
dilution. When the information gets distorted due to the faulty system, jealousy, faulty
listening, inadequate vocabulary, baldly chosen words, the information loses its meaning.
ii. The psychological barriers caused by prejudice, preconceived notion, distrust of
the communicator, misinterpretation of his inte ntion etc can be so lved by count eracting
those prejudice.
iii. As the source of the message, you need to be clear about why you're
communicating, and what you want to communicate. You also need to be confident that
the information you're communicating is useful and accurate.
iv. This is the process of trans ferring the informat ion you want to co mmunicate int o a
form that can be sent and correctly decoded at the other end. Your success in encoding
depends partly on your ability to convey information clearly and simply, but also on your
ability to anticipate and eliminate sources of confusion (for example, cultural issues,
mistaken assumptions, and missing information.) A key part of this, know your audience:
Failure to understand who you are communicating with will result in delivering messages
that are misunderstood.
21
v. 2QO\KDOIRI WKH PHVVDJH LV DEVRUEHG VR NHHSLWVLPSOH2¶+DQORQ72IWHQ WKH
communicator is so caught up in the subject he is communicating that the message
becomes too long, overly detailed, and contains more information than necessary. Offer
to-the-point messages that are easy to comprehend and encourage an appropriate reaction
on the part of the receiver. Remember the recipient will only remember half of the
communication the first time she receives it.
vi. Avoid cultural confusion - Be clear with the message and avoid using slang or
unnecessary metaphors that may challenge or confuse a recipient from a different culture.
Create a culture of communication that uses simple language where people of all
backgrounds can participate. Celebrate the diversity of a global society by researching
how the source culture best receives communication.
vii. Difficult people can disrupt the line of communication in many ways. Unreasonable
receivers have unrealistic expectations, extremely disagreeable recipients can have a
negative effect and back-stabbers can attack the message while appearing to be
supportive in person. Identify the type of difficult receiver and do not ignore their tactics.
Create a plan to take control of their behavior with the underlying goal of always keeping
ownership of the message. For example, corner negativity by restating a difficult person's
opposition while inviting all receivers to offer feedback on a proposal. Unrealistic
negativity will be brought down naturally as a group supports moving toward a goal.
viii. The policy of the organization must be clear and explicit. It should be designed in such a
way that it encourages communication flow. It should be easily understandable by all the
levels. The policies for communication should be clear and should favor the promotion of
communication in the organization. The policy should be able to specify the subject to be
communicated to others. It means that the subject matter should be expressive enough to
determine the needs of the organization rather than creating any confusion.
ix. Communication through proper channel works out effectively. But the flow of
communication in the orderly form should not be insisted upon every time. At times it
can be ignored and not strictly followed in order to keep the functioning of the
organization smooth and effective.
22
x. There should be an adequate facility of promoting communication in an organization.
Proper attention should be given for the effective use of words and language. Superiors
should take care of using supportive attitude methods and proper behavioral needs to
overcome any embarrassing situation.
REVISION QUESTIONS
1. i. With clear illustrations, give the definition of communication
ii. Explain five purposes of communication
iii. using a diagram ,explain the communication process
2. Explain five factors to consider when choosing a communication media
3. However careful one is when communicating, barriers will sometimes occur. Explain the
barriers to effective communication.
4. Communication is a dynamic process of action and interact ion towards a desired goal.
Explain any four elements of communication process.
5. Explain five principles of co mmunication
6. There are different types of communication situations. In light of this sesntence, describe
upward, lateral, downward and grapevine communication. Give example in each
situation.
7. Differentiate these two terms: interpersonal and intrapersonal communication.
23
TOPIC TWO
2.0 STUDY SKILLS
Study skills or the study strategies are approaches applied to learning. They are generally critical
to success in school and are considered essentially for acquiring good grades and are useful for
OHDUQLQJ WKURXJKRXW RQH¶V OLIH 7KHUH DUH VRPH VWXG\ VNLOls which may tackle the process of
organizing, retaining information or dealing with assessments. They include mnemonics which is
the retention of lists of information, effective reading and concentration techniques as well as
efficient note taking. Any skLOOZKLFKERR VWVDSHUVRQ¶VD ELOLW \WR VWXG\DQGSDVVH[DPLQDWLRQFDQ
be termed as study skills and this could include time management and motivational techniques
(Educational Resources Information Center, 2009).
Study Skills are discrete techniques that can be learned, usually in a short time, and applied to all
or most fields of study. They must therefore be distinguished from strategies that are specific to a
particular field of study e.g. music or technology, and from abilities inherent in the student, such
as aspects of intelligence or learning style.
2.1 Tips to effective study
Good study habits include many different skills such as time management, self-discipline,
concentration, memorization, organization, and effort. That desire to succeed is important, too.
For you to be able to study effectively and be successful in your studies consider following the
following tips to effect ive studying:-
i. Attend class - this is the simplest way to learn how to study effectively. If you do not go
to class, you will not know which items are absolutely crucial to study (Gerhard,
2011). In addition, you will not be able to listen to the lectures or obtain handouts
(Gerhard,2011)
ii. S it in the front of the class to avoid distractio ns ±if talkative student s in the back of the
class disturb you, try to sit where you won't notice them (Blogger, 2012).
iii. State your intention on why you are studying and what do you intend to gain from it?
Ask yourself this question every time you sit down to study. Half-hearted or
distracted studying is a waste of time. Relate studying to your life goals. If your life
and future depended on how well or how much you studied, would it make sense to
24
do it well? If you cannot see the point in studying, it will only make it boring and
tedious.
iv. Set goals - iI \RX GRQ¶W NQRZ ZKDW \RXZDQW WR DFKLHYH DV D VWXGHQW \RXZR Q¶W NQRZ
how to get there or if \RX¶YHDFFRPSOLVKHGit(adinag@stanford.edu)
v. Prioritize your time and put off other activities to allow for adequate study time. You may
find it necessary to postpone or eliminate certain activities in order to fulfill your
goals as a student. Take responsibility for yourself and recognize that in order to
succeed you need to make decisions about your priorities, your time, and your
resources (Cottrell, 2011)
vi. Know your learning style - develop techniques and strategies for compensating for
possible differences between your learning VW \OHDQG\RXULQVWUXFWRU¶VWHDFKLQJVW \OH
vii. Be an active reader - be a text detective: ask your text good questions and it will yield
good answers.
viii. Ask questions - It is important to make sure that you get the answers to your
questions right away. Do not wait until you have studied the material several times
and you still do not understand it. Get help right away (Gerhard, 2011).
ix. Make friends - having a friend in your class can be an invaluable resource. You could
help each other learn how to study effectively together by quizz ing each ot her o n the
material. At the same time, participate in study groups - share the load of reading and
studying with other students ±you will learn better by teaching them, and you will be
H[SRVHGWRLGHDV \RXGLGQ¶WFRPHXS ZLWKRQ\RXURZQ A good study group can be
one of the most effective means of studying (TestTakingTips.com, 2003). It helps to
combine the efforts of different minds, increase your storehouse of information, learn
new study techniques, and allows you to share notes and information. It reinforces
learning through discussion, questioning, repetition, and reinforcement. The group
should set rules, limit the size of the group, and make it an effective study session, not
a social gathering. Study groups require the same organization and time management
as private study sessions. While joining any group, remember to choose study group
which is serious about the study and life.
x. Take notes - 0DNHVPDOO QRWHVRIDOOWKHFKDSWHUV\RX¶YHUHDG DQGUHYLVHWKHP UHJXODU O\
(Gyanguru, 2009). Condense and synthesize reading, lectures and discussions
25
(adinag@stanford.edu). Write down everything yo u think is important. If you hear an
unfamiliar term, write it down so that you can look up the definition later (Gerhard,
2011). Try to make them attractive by adding flow charts, diagrams and sketches
which will help you revise quickly (Gyanguru, 2009).
xi. Organize your study materials - if you organize your materials as you proceed through a
course, you will retrieve information with greater ease later (adinag@stanford.edu)
xii. Read ahead -although this can seem hard to do when you are already so busy, try to read
the material before you attend the class (Gerhard, 2011). If you accomplish this, then
you will be exposed to the material a second time. It could begin to cement new
concepts and terms. In addition, you can ask for clarification of anything you did not
understand during your readings (Gerhard, 2011).
xiii. Take breaks every hour - It is important to take a break before you feel tired and lose
your co ncentration completely. Regular breaks at least once an ho ur helps to sustain
your co ncentration. If the wo rk is not going too well and you have d ifficulties in
concentrating, you may need a long break and go back to it later (StudentHacks.org,
2007). Stretch during your breaks. Know and respect your concentration span which
will vary from hour to hour and from day to day. When you sit for long periods,
gravity draws the blood to the lower part of your body (StudentHacks.org, 2007).
When you take a break, take a few deep breaths and get more oxygen to your brain:
try walking around and doing some light stretching for a few minutes. It will help to
release tension in your body, and help your circulation.
xiv. Use the Available Resources - if the lecturer has included additional reading for you
to look into, it is important to take advantage of the resources that you have available.
xv. Seek out old exams - you can use old exams and study guides as the basis for learning
how to study effectively in university. Even if the answers are not available, you will
still learn on how exams are set.
xvi. Do not wait until the last minute ±Do not try to do all your studying t he night befo re
the test (TestTakingTips.com, 2003). Instead space out your studying, review class
materials at least several times a week, focusing on one topic at a time. This will help
you to avoid cramming all of your studying into one or two days (Gerhard, 2011).
You will learn more by studying a little every day instead of waiting to cram at the
26
last minute (TestTakingTips.com, 2003). By studying every day, the material will
stay in your long -term memory but if you tr y to stud y at the last moment, the materia l
will only reside in your short-term memory that you'll easily forget. Study for a few
hours each day of the week before the exam (Gerhard, 2011). Study daily and never
ever skip days and do whatever you feel like in the entire day but never lose the habit
of studying daily (Gyanguru, 2009).
a. Study begins on the first day of class. Successful students read and review notes
before each class to recall information from the previous class and to warm up for
learning. Review your notes immediately after each class to reinforce learning or
within a 24-hour period for best recall. Repeated exposure to the material will
store it in your long-term memory (Mayland Community College, 2002).
b. Studying one hour immediately after a class will do more good in developing an
understanding of the material as several hours a few days later. Studies show that
as much as 80 % of material learned in class is forgotten within 24 hours if there
is no review (Mayland Community College, 2002).
c. At the ends of the week go over your notes for the week. This refreshes your
memory and promotes better recall of the material. Repetition is the key to
remembering. The more times you look at the material, the stronger you make the
neural (brain) pathways that lead to the material. This makes recall much easier.
d. Study when you are at your peak, when you are more awake and alert and able to
absorb new information. If you are a morning person, your best study time is in
the morning. If you are an evening person, study at night. If you cannot find time
to study at your peak time, try to study when you are feeling relatively awake and
alert (Mayland Community College, 2002).
xvii. Study in a calm and peaceful environment. Always study in a place which is isolated
from any sort of internal or external no ise. Find a comfort able and quiet place to
study with good lighting and little distractions: avoid your own bed since it is very
tempting to just lie down and take a nap (TestTakingTips.com, 2003).
xviii. Study ahead of the lecturer. Start out by studying the most important information.
Learn the general concepts first, don't worry about learning the details until you have
learned the main ideas.
28
xxvi. Consider yourself in a win-win situation - when you contribute your best to a class,
you, your fellow students, and even your teacher will benefit. Your grade can then be
one additional check on your performance
2.2 Presentation of Academic Work
A student in co llege or university is required to do a lot of assignments, CATs, term-papers and
so on. The work to be presented to the lecturer should be presentable with legible hand writing.
Typed work always look presentable but since a student cannot come with a computer or a laptop
and a printer while doing a CAT, so the best thing to put in mind is, let your work be presentable.
Your University, school/faculty, department, names (surname first), adm/reg number, course
title, course code, name of the lecturer, the date and signature should be carefully scribed on the
cover page. A student should have a cover page for every work/assignment they tackled in
campus.
How it should be written
KARATASI UNIVERSITY
SCHOOL OF BUSINESS AND ECONOMICS
DEPARTMENT OF HUMAN RESOURCE DEVELOPEMENT
NAME: KIMANI, MARY MUTHONI
ADM. NO: KU/HRM/028/12
COURSE TITLE: COMMUNICATION SKILLS 1
COURSE CODE: IRD 100
TASK: CAT II
PRESENTED TO: PROF. KAMAU
DATE: 17TH MARCH, 20..
SIGNATURE:
By so doing, you are assured that your work is safe, it will be handed to the required person if
they were lost and found etc.
29
2.3 Planning Your Academic Work
For ever ything you have de sired to achieve or have in life, you have to wake up and go get it.
There is nothing that come easy, hard work and determination make things happen. A good
student should priorities his/her study and work smartly. Dr. Bob Kizlik has said in his article on
effective study skills that study skills must be practiced in order for you to improve (Kizlik,
2012). He added and said, practice doesn't make perfect; perfect practice makes perfect. To
ensure you become successful person in life through educat ion, here are some guide that you can
try to perfect you work.
i. Make a Plan±many people usually make New Year resolution by the
EHJLQQLQJRIHYHU\\HDU IXQQ\HQRXJK PDQ\GRQ¶WDFKieve their plan,
why? Failure to plan! A good student should have a plan which is
supposed to be followed strictly without fail. A common saying goes
³LI\RXZDQWVRPHWKLQJGRQH LQDKXUU\ DVND EXV\ SHUVRQ´ ± abusy
person does not postpone, does not waste time, plans his time well and
PDNHTXLFNGHFLVLRQEHFDXVHWKH\GRQ¶WKDYHWLPHWRZDVWH$OORFDWLQJ
more time to leisure means less time for study thus high chances of
stress, panic and failure.
ii. Timetable - The time table should have all the subjects studied in school
without allocation more time to your favorite subjects and denying
time to your weak subjects. Follow your time table strictly. That way
\RXZLOOEHDEOHWRUHDGWKHWHDFKHU¶VZRUNDQGUHDGDKHDG
iii. When to study ±according to Kizlik, 2012, the problem of when to study
is critical. A good rule of thumb is that studying should be carried out
only when you are rested, alert, and have planned for it. Last minute
studying just before a class is usually a waste of time (Kizlik, 2012).
iv. Make a Deadline ±procrastination is a thief of time, my st andard 8
English teacher always said. Now that am grown, I know for sure
procrastination is a thief of time. Time wait for no man, so in case you
have things, assig nment s you have to handle, do t hem to day no t
tomorrow.
30
v. Note-taking ±take note from lecture note to sermon by a pastor, seminar
conferences etc. this notes will be so useful to you today and in the
future. covering everything from listening well and following
directions, to managing, presenting, and organizing information, to
practical note taking
vi. Reading and studying ±be a reader. Read through all kind of materials
such as newspapers, textbooks, reading strategies across school
subjects, researching and writing reports, and subject-specific study
techniques
vii. Discussion groups ±it is always good to work in groups, many hands
make work light. Look for colleagues whose priority is study and work
with them.
vii. The environment/location for study ±You can study anywhere, only that some places
are better than others. Make sure the place you study is noise free. Libraries, study
lounges or private rooms are the best. Above all, the place you choose to study
should no t be dist racting. Dist ract ions can build up, and the first thing you know,
you're out of time and out of luck. Make choosing a good physical environment a
part of your study habits.
2.4 Note-taking during lecture
Note taking is the practice of recording information captured from a transient source, such as an
oral discussion at a meeting, or a lecture. Notes of a meeting are usually called minutes.
How to go about note taking
i. Arrive to your lecture room on or in time, this enables one to settle before
the lecturer.
ii. Arrive when organized with all the requirements/materials eg pen, ruler,
pencils, note book etc that is avoid borro wing.
iii. Make sur e you sit in a posit io n whe re yo u can se e the lecturer a nd the
board properly.
31
iv. Listen actively ±listening is a factor o f effect ive co mmunication; ask
TXHVWLRQV ZKHUH \RX GRQ¶W XQGHUVWDQG PDNH FRQWULEXtions, do not
switch off, that is, do not get your mind out of the lecture hall.
v. Take notes using short forms if possible
vi. Never remain a passive listener if you fail to grasp an explanation ask the
teacher to go over it again
vii. Take note of important questions during an oral presentation ±questions
may be asked but no answers given.
viii. Take note of the contributions from the other students during the
discussion group meetings.
2.4.1 Challenges of note taking
While t aking notes you are required to listen an d at the same time write. In t he process one
undergoes a lot of challenges. Here are some of the challenges the note taker go through
i. Misspelling the words
ii. Not hearing properly maybe because of noise or physical maladies
iii. Poor pronunciation from the teacher
iv. Speed of the lecturer at which he is lecturing
v. Dozing in class
vi. Misinterpretation of po ints
vii. Attitude towards the lecturer/subject/lecture hall
2.5 Formation of discussion groups
A student in the university canno t work alone; he need help from others reason for discussion
groups. The students also encourage each other to read and study. Know the members you wish
to avoid or include, try to listen to others and correct them. Do not shout at each other, this may
lead to depression and feeling inferior. Meet when convenient to all members and avoid
destructive members. Leave out5 leisure during discussion time.
32
Characteristics of a discussion group
While choosing the members of your discussion group consider:-
i. The characteristics you will like the group to have
ii. Group dynamics
iii. They should have common interests
iv. Committed to the group
v. Manageable group, about 4-8people ±should have a chairperson
vi. Respecting one another
vii. Oriented to the same goal/interest
viii. Time conscious
ix. Allow each other a chance to discuss (active participation
2.6 Critical Thinking
As a student you may feel that, having only done a few hours of reading on a topic, you can't
argue against an author who has spent many years writing a book (Fisher, A., 2011). Yet one of
the main purposes of a degree is to enable you to evaluate critically what you read. Critical
thinking is disciplined thinking with accorded or accepted given principles. It focuses on
designing new strategies on what to do. It is attitude of mind and it brings to focus problems and
their solutions and help one to learn to make one more stimulating. Problem solving is referred to
as critical thinking because at the end one has to solve his problems.
Characteristics of Critical Thinkers
i. A person who is conscious with his work and want to be well informed
ii. He is enthusiastic ±always wanting to gain and he understanding.
iii. Reasonable and fair minded in judgment
iv. Critical thinker is efficient in problem solving.
v. He is clear in communicating ideas and feelings
vi. He ask creative questions
33
vii. He is sensitive to the feeling, level of knowledge and degree of
sophistication of the others
viii. He is an effective team member
ix. They base judgments on evidence - he takes position and changes position
depending on the evidence; when evidence is sufficient to do so.
x. He looks for alternatives
xi. +HLVRSHQPLQGHGDQGDOZD\VFRQVLGHUVRWKHUSHRSOH¶VSRLQWRIYLHZ
xii. This people use credible sources and mention or refer to them.
xiii. They are honest with themselves
xiv. They resist manipulation
xv. They overcome confusion
xvi. They look for connect ions between subjects
xvii. They are intellectually independent
REVISION QUESTIONS
1. List five cha llenges that the note-taker go through while taking notes.
2. List three characteristics of a critical thinker
3. Give reasons as to why we study study skills in the university
4. Explain any five characteristics of a good discussion group
34
TOPIC 3
3.0 LIBRARY SKILLS
3.1 What is a library?
/LEUDU\LVGHU LYHG IURPWKH/DW LQZRUG ³OLEHU´ZKLFK PHDQV-a book (Dr. Gupta, J. (2012). Gupta
DGGHG DQG VDLG ORQJW LPHDJR D OLEUDU\ ZDV ³D SODFH ZKHUH ERRNVZHUHZULWWHQRUNHSW´7KLV
WHUP ZDV IUHTXHQWO\ XVHGDV D ³FROOHFW LRQ RI ERRNV´ DQGD OLEUD ULDQZDVDNHHSHURUJXDUGRI
books.
According to Casson, L. (2002) a library is an organized collection of books, other printed
materials, and in some cases special materials such as manuscripts, films and other sources
of information. Its collections can be of print, audio, or visual materials,
including maps, prints, documents, microform (e.g.microfilm/microfiche), CDs, cassettes, videot
apes, DVDs, video-games, e-books, audio-books and many other types of electronic resource.
The places where this material is stored include public libraries, subscription libraries, and
private libraries, and material can also be in digital form, stored on computers or accessible over
WKH,QWHUQHW /LEUDULHVUDQJHLQVL]HIURPD IHZVKHOYHVRIERRNVLQDVPDOORUJDQL]DWLRQ¶VOLEUDU\
to collections of several million items in the larger national and academic libraries (Casson, L.
2002).
A library is a collection of information, sources, resources, and services: it is organized for use
and maintained by a public body, an institution, or a private individual. In the more traditional
sense, a library is a collection of books (http://wiki.answers.com/)
In short we can then conclude and say that, a library is a place in which literary and artistic
materials, such as books, periodicals newspapers, pamphlets, prints, records and tapes are kept
for reading, reference or lending. Library is also defined as collection of literary documents or
records kept for reference or borrowing.
3.2 Types of library
We have various types of librar ies where people can go and read, research, reference, borro w etc
books, manuals, newspapers, magazines and so on.
35
3.2.1 National or state library
A national library keeps all documents of and about a nation under some legal provision and thus
represents publications of and about the whole nation (Dr. Gupta, J. (April 28, 2012).
According to Line, Maurice B. and Line, J. (1979), a national or state library serves as a national
repository of information, and has the right of legal deposit, which is a legal requirement that
publishers in the country need to deposit a copy of each publication with the library. Unlike a
public library, they rarely allow citizens to borrow books. Often, they include numerous rare,
valuable, or significant works. Many national libraries cooperate within the National Libraries
Section of the International Federation of Library Associations and Institutions (IFLA) to discuss
their common tasks, define and promote common standards and carry out projects helping them
to fulfill their duties (Lor, P. J. and Sonnekus, E. A. S., 1997). The first national libraries had
their origins in the royal collections of the sovereign or some other supreme body of the state.
Examples of national library in the world are:-
i. National Library of India-Kolkata
ii. Britis h Libra ry- Lo ndon
iii. Library of Congress- Washington
iv. TheRussianStateLibrary-Moscow
v. The Bibliotheque Nationale-Paris
National library perform the following functions:-
i. Producing a national bibliography
ii. Holding and keeping up to date a large and representative collection of
foreign literature, including books about the country
iii. Acting as a national bibliographical information centre
iv. Compiling union catalogues
v. Publishing the retrospective national bibliography
vi. ,WSURFXUHV QDWLRQ¶VDOOOLWHUDU\RXWSXWXQGHUOHJDO SURYLVLRQDVZHOODVWKH
foreign literature about that nation
vii. It works as a depository house for the said heritage by preserving it
36
viii. It disseminates information about the stored and procured literary wealth
through different publications and services
ix. It works as a national referral and bibliographic exchange centre
x. It coordinates with the other libraries in a country to develop a national
librar y system.
xi. It exchanges data and documents at nationa l and international level
xii. It produces national union catalogues, current, retrospective and subject
bibliographies
xiii. It makes provisio n for practical training of library professionals
xiv. It procures and preserves manuscripts
xv. It also keeps photocopy collection of available documents for national and
international library lending
xvi. It provides reading, lending, consulting facilities to researchers, writers
and other users
xvii. It works as a national referral centre of authentic information for all
literary work of the country and responds to all national and
international queries from individuals as well as from private and
government organizations.
3.2.2 Academic library
An academic library is a library found in school, colleges and university. A library associated or
connected with a school and used by the students, teachers and staff of that school is called a
School Library (Dr. Gupta, J. (April 28, 2012). Some academic libraries, especially those at
public institutions, are accessible to members of the general public in whole or in part. An
DFDGHPLF OLEUDU\¶V SXUSRVH LV WR VXSSRUW WKH WHDFKLQJ DQG Uesearch of college/university. Non-
academic materials are not found in an academic library.
The main functions o f an academic library are to provide resources and research support for
students and faculty of the educational institution. Specific course-related resources are usually
provided by the library, such as copies of textbooks and article readings held on 'reserve'
37
(meaning that they are loaned out only on a short-term basis, usually a matter of hours).
Academic libraries also offer workshops and courses outside of formal, graded coursework,
which are meant to provide students with the tools necessary to succeed in their programs
http://main.library.utoronto.ca/workshops/. These workshops may include help with citations,
effective search techniques, journal databases, and electronic citation software. These workshops
provide students with skills that can help them achieve success in their academic careers (and
often, in their future occupations), which they may not learn inside the classroom.
The academic library provides a quiet study space for students in campus and college; it may
also provide group study space, such as meeting rooms. The library provides a "gateway" for
students and researchers to access various resources, both print/physical and digital. Dowler, L.
(1997) said that academic institutions are subscribing to electronic journals databases, providing
research and scholarly writing software, and usually provide computer workstations or computer
labs for students to access journals, library search databases and portals, institutional electronic
resources, internet access, and course- or task-related software (i.e. word processing and
spreadsheet software). They are increasingly acting as an electronic repository for institutiona l
scholarly research and academic knowledge, such as the collection of digital copies of students'
theses and dissertations http://unllib.unl.edu/LPP/anunobi-okoye.htm. Larger academic
institutions may have subject-specific libraries, like a science library, a law library, and a
medical library.
3.2.2.1 The functions of an academic library in a school, college and university
i. To provide facilities for all teaching, learning, educational and research programmes o f
the school, college and university
ii. To cater for the information needs of teachers, students, researchers associated with the
inst it ut ion
iii. It provides facilities to its users for intellectual development which is a power of
acquiring ideas through individual efforts
iv. It conserves knowledge
v. By putting knowledge to use for research purpose it makes extension of knowledge
38
vi. By providing latest knowledge to teachers in their field for effective teaching it makes
transmission of knowledge possible.
vii. By procuring co mprehensive range of document s including bo oks, manuscripts, journals,
magazines, newspapers etc. on varied subjects, it conserves knowledge and ideas.
viii. By processing the procured documents with the help of classification, cataloguing, proper
shelf arrangements it gives easy and open access to knowledge to its users
ix. In order to organize huge collection of documents it keeps them in different sections on
the basis of their categorization like text book section, reference section, journal section,
thesis section etc.
x. It provides facility of inter- library loan to its users if document desired by user is not
available in the library
xi. A modern library interacts with different information networks to give easy access to e-
sources/data to more users so that they could access the desired information even from
their workplace.
xii. It also provides entertainment and healthy leisure to users by providing different
newspapers, magazines, short story books, fiction, internet facility etc.
xiii. It gives the user orientation training to new enrolled users to make them feel at home and
to acquaint them with the library system so that they could make maximum use of library
services
xiv. Wit h the help of display of new arrivals, old book exhibit ions, information bulletins
about new library services etc. it keeps the users updated with the library activities
xv. It provides reference service through reference section to establish a contact between the
right reader and the right document in a personal way to attract more user
3.2.3 CKLOGUHQ¶VOLEUDULHV
Children's libraries are special collections of books intended for juvenile readers and usually kept
in separate rooms of general public libraries. They are an educational agency seeking to acquaint
the young with the world's literature and to cultivate a love for reading. Their work supplements
that of the public schools (Modell, 1920). Services commonly provided by public libraries may
39
include storytelling sessions for infants, toddlers, preschool children, or after-school programs,
all with an intention of developing early literacy skills and a love of books.
7KHREMHFWLYHVDQGIXQFWLRQVRIFKLOGUHQ¶VOLEUDU\
i. It supports all educational programmes of the school
ii. It cultivates reading habits in school children
iii. It develops their interest to use the library for their overall development
iv. It inculcates the habit of seeking help of additional sources other than text books
v. It develops self-learning skills of students
vi. It nurtures good moral values and principles in the children
vii. It cultivates a feeling of respect and love for nation and its culture in the students
viii. It helps teachers to improve their teaching expertise
ix. It provides healthy material for recreational and entertainment purpose to students,
teachers and staff members
x. It keeps the teachers and management informed with the latest updates in education
sector
xi. It provides suitable documents and information helpful in educat ional programmes
and extracurricular activities of the school
xii. It makes available text books and other additional reading material for all subjects as
per the requirement of teachers and students
xiii. It procures handy documents, illustrated picture books with bold and large fonts to
create the interest of children in reading.
xiv. It procures latest teaching learning material in the form of books, CD, audio-visuals
etc. to improve the teaching skills of teachers.
xv. It keeps reference books, dictionaries, year books, directories, encyclopedias, travel
books etc. so that students and teachers can get help of these other than t he text
books.
40
xvi. It also keeps some books on easy self learning like how to use computer, to develop
the learning skills of students.
xvii. It makes available biographies, autobiographies of freedom fighters and other
national and international personalities to develop respect and love for nation and
humanity.
xviii. It provides books of simple and meaningful stories of classics, animals and birds to
give moral values and ethics to children.
xix. It also procures bulletins, journals etc. on different subjects and various aspects of
education to keep the teachers and school management updated in their respective
areas.
3.2.4 Special libraries
According to American Library Association (ALA) glossary of library and information science-
6SHFLDO/LEUDU \LV ³D OLEUDU\ HVWDEOLVKHG, supported and administered by a business firm, private
corporation, association, government agency, or other special interest group or agency to meet
the information needs of its members or staff in pursuing the goals of the organization. Scope of
collecW LRQV DQG VHUYLFHV LV OLPLWHG WR WKHVXEMHFW LQWHUHVW RI WKH KRVW RU SDUHQW RUJDQL]DWLRQ´
Many private businesses and public organizations, including hospitals, museums, research
laboratories, law firms, and many government departments and agencies, maintain their own
libraries for the use of their employees in doing specialized research related to their work.
Special libraries may or may not be accessible to some identified part of the general public.
Branches of a large academic or research libraries dealing with particular subjects are also
usually called special libraries. They are generally associated with one or more academic
departments. Special libraries are distinguished from special collections, which are branches or
parts of a library intended for rare books, manuscripts, and other special materials.
3.2.4.1 The functions of a special library
i. It selects and procures documents and other sources of relevant informat ion
ii. It processes the procured information or documents with the help o f classifica tion,
cataloguing, shelf arrangements etc (Gupta, J., 2012). to make them easily available for
the users
41
iii. It subscribes to a good number of journals related to its area
iv. It provides indexing and abstracting services to the users to save their time
v. It provides reference services to the users by telephone, by post or by e-mail
vi. It gives current awareness service (CAS) regarding new arrivals and latest services to the
users
vii. It provides Selective Dissemination of Information (SDI) service to the users as per their
subject interest and requirement
viii. It also gives document delivery service to its users at their doorstep
ix. It brings out library bulletins weekly/fortnightly/monthly to keep the users up to date with
latest informat ion
x. It gives translation services to provide the desired information to the users in their
convenient language
xi. It also provides intranet as well as internet facility to the users in order to access the
library collection and catalogues at their desktop
xii. It responds to the reference queries and make retrospective search of literature as per the
XVHUV¶GHPDQG
xiii. It compiles bibliographies, union catalogues, documentation lists, newspaper- clippings,
accession lists etc. to save the time of its users
xiv. It provides inter library loan (ILL) facilit y to the users
xv. It gives user orientation training through personal interaction with users and by library
brochure and pamphlets to make the users familiar with the library collection and
services.
3.2.5 Research libraries
A research library contains an in-depth collection of material on one or more subjects, (Young,
H., 1983). A research library supports scholarly research and will generally include primary as
well as secondary sources; it will maintain permanent collections and attempt to provide access
to all necessary material. A research library is most often an academic or national library, but a
large special library may have a research library within its special field and a very few of the
42
largest public libraries also serve as research libraries. A large university library may be
considered a research library (Young, 1983). A research library can be either a reference library,
which does not lend its holdings, or a lending library, which does lend all or some of its
holdings. Some extremely large or traditional research libraries are entirely reference in this
sense, lending none of their materia l.
3.2.6 Reference libraries
A reference library does not lend books and other items; instead, they must be read at the library
itself. Typically such libraries are used for research purposes in the university. Some items at
reference libraries may be historical and even unique (Ehrenhaft, 2004). Many libraries contain a
³UHIHUHQFH VHFWLRQ´ ZKLFK KROGV ERRNV VXFK DV GLFWLRQDULHV ZKLFKDUHFRPPRQUHIHUHQFH
books, and are therefore not lent out (Ehrenhaft, 2004). Such references sections may be referred
WRDV³UHDGLQJURRPV´ZKLFKPD\DOVRLQFOXGHQHZVSDpers and periodicals (Champneys, 2007).
3.2.7 Public libraries
According to Dr.S.R.Ranganathan Public Library is a public institution or establishment charged
with the care of collection of books and the duty of making them accessible to those who require
the use of them. According to Dr. Gupta, J., 2012) a social institution established by law,
financed by public fund, open for all without any discrimination, for general and free diffusion of
knowledge and information in the community. It is also seen as the obligation of the government
to establish a public library system throughout the country at national, state and local levels.
Besides this, the rural and suburban areas should also be covered by branch and mobile libraries.
A public library provides service to the general public and makes at least some of its books
available for bo rrowing, so t hat r eaders may use them at home over a period of days o r weeks.
Public libraries issue library cards to community members wishing to borrow books. Many
public libraries also serve as community organizations that provide free services and events to
the public, such as reading groups and toddler story time. Public library is a nonprofit library
maintained for public use whereas rental collection is a collection of books that can be rented by
readers in return for a small daily fee. Popular best-sellers, self-help books, repair manuals, and
the like are found in public libraries. Public libraries rarely have scholarly books or research
journals and therefore academic research should be done at an academic library.
43
3.3 Sections of a library
There are many service units/sect ions of the Library, the sections are determined by the size of
the library and its abilit y. The fo llowing are t he most common sect ions in t he library.
3.3.1 Acquisition Section
This unit is concerned with the selection and purchase of reading material. The books demanded
by different departments are purchased by the acquisition section. Books are accession