Universities are expected to play a vital role in development issues of their countries and beyond
as they engage in teaching, learning and research. The world-wide recognition of information
as a key resource to the development of economies in the 21
st
century places even more
responsibility on universities as they are looked upon as major consumers and creators of
information touching on all sectors of the economy. Their contribution to develpoment therefore
largely depends on how applicable the information they generate through research is relevant to
the needs of their immediate communities; as well as on the quality of their graduates, and their
contribution towards global information reserves. The introduction of Free Primary Education
(FPE) by the government of Kenya and its financial support to public secondary school students,
coupled with the high demand for university education and high population growth are factors
that have led to high ennrolments in the country’s universities. On the other hand, the lack of a
national policy on school libraries, the general lack of information literacy programmes in
universities, high reliance on the lecture method and the reading-for-exams-only culture are
inter-related issues that need to be tackled if the country is to benefit from quality teaching,
learning and research. Based on brief literature reviews and the personal experiences through
involvement of the author as a teacher-librarian and lecturer and Secretary, Kenya Library
Association, this paper gives a general picture of information literacy-related activities in Kenyan
universities; and efforts by some stakeholders towards encouragement, adoption and
implementation of information literacy efforts in universities in Kenya. Suggestions on the way
forward are given.