Abstract:
Evolving information and knowledge has affected all organizations, including academic libraries, making knowledge sharing difficult. Quality service delivery cannot be achieved if there is a lack of consensus on knowledge sharing among LS. This study investigated knowledge-sharing practices among library information science professionals in service delivery in public universities libraries in Kiambu County. The objectives of study were to establish the types of knowledge shared among LS in public university libraries, the methods available for knowledge sharing among LS in Public Universities, the effects of knowledge sharing among LS in Public Universities, the challenges of knowledge sharing among LS in Public Universities and to propose strategies that enhance knowledge sharing among LS in public universities in Kiambu County, Kenya and recommend possible solutions. The study was guided by Social Exchange Theory (SET) and Theory of Reasoned Action (TRA). The study employed a cross-sectional survey research design. The target population for the study was 165 LS in two public Universities in Kiambu County. Data was collected using questionnaires and interview schedules. The study observed that three types of knowledge were in place that is embedded, explicit and tacit knowledge. The methods of KS such as work group, project teams and communities of practice were available but were neutral on informal networks may be because of lack of knowledge. The effects of KS in libraries constructs had a positive effect of library service delivery having influence on planning, management and execution of library services. The findings of study implies that trust, leadership, Social interaction ties, Identification and facilitation factors are challenges to knowledge sharing among LS in Public universities, however Organization Culture issues don’t affect the success of knowledge sharing among LS. The study proposed storytelling, performance evaluation, knowledge repositories, job rotation and staff training strategies, which enhance knowledge sharing. The study concluded that knowledge generated was not subsequently shared among staff. The LLS used the acquired knowledge as a weapon to survival and as a way to stay in technical or strategic areas where other LS has no in-depth knowledge. The staff who were nearing retirement age consider their experiences and skills as a weapon to guarantee them an opportunity to earn contracts for continued stay in their positions, denying young professionals employment opportunities.
