Professional Documents
Culture Documents
OF
AGRICULTURE & TECHNOLOGY
DEPARTMENT OF COMMERCE
2 Verbal Communication 21
2.1 Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.3 Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.4 Oral Communication . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.4.1 Factors that make oral communication effective . . . . . . . 24
2.4.2 Advantages of oral communication. . . . . . . . . . . . . . 25
2.4.3 Disadvantages of oral communication. . . . . . . . . . . . . 25
2.5 Written Communication . . . . . . . . . . . . . . . . . . . . . . . . 26
2.5.1 Selected Written Forms of Communication . . . . . . . . . 27
• Letters . . . . . . . . . . . . . . . . . . . . . . . 27
• Reports . . . . . . . . . . . . . . . . . . . . . . . 28
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CONTENTS CONTENTS
4 Techniques in Communication 57
4.1 Listening skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
• Different stages in listening . . . . . . . . . . . . 61
4.2 Reading skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
4.3 Writing skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
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CONTENTS CONTENTS
7 Access to Information 98
7.1 Searching for information . . . . . . . . . . . . . . . . . . . . . . . 98
7.2 What is a database? . . . . . . . . . . . . . . . . . . . . . . . . . . 98
7.2.1 Types of Databases . . . . . . . . . . . . . . . . . . . . . . 99
7.2.2 Selecting a Database . . . . . . . . . . . . . . . . . . . . . 99
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CONTENTS CONTENTS
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CONTENTS CONTENTS
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LESSON 1
Introduction to Communication Skills
• Define communication
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1.2. Introduction
Hallo. Welcome to Communication Skills! All human relations, be it formal or
non-formal, official or unofficial are created, developed and sustained through com-
munication. As such it is not only important to carry out communication as a means
to facilitating these relationships but to acquire it as an essential skill of life. This
basically underlines the necessity of the study of this unit as a whole. In this les-
son, we shall acquint ourselves with communication as a process and how we can
make this process as effective as possible during its execution at all levels. As it is
common practice in learning any discipline, we shall also evaluate the barriers to
effective communication and how to overcome them - afterall, knowing your en-
emy, is a big step towards beating the enemy! Let’s start this exiting journey by
defining Communication and other relevant terms that we will use throughout this
course.
1.3. Definition
Communication refers to the conveying of ideas from the mind of one person to the
mind of another which takes place between two or more people, (Harding, 1985 ).
Simply put, it implies that when a person has some idea, they can easily transfer
this idea as it is, to another person’s mind or other people’s minds with no dificulty.
That is, the idea can just be thrown like a ball to another person, passed like water
flowing from one point of a pipe to another. However, this is not usually true as
we will learn soon that people do not always manage to transfer thier ideas to other
people and the ideas are received wholly or fully as was intended. Otherwise, we
would not have such expressions commonly found in communication scenarios as:
misunderstanding, misinterpretation, miscommunication, etc. It is also important to
note that when we use such verbs like ’conveying, transferring, passing’, it brings
to the mind the use of some sort of means or methode to do this. We will learn
more about this means in the later sections. The above definition leads to what
communicators have termed as the traditional conduit model of the communication
process, depicted in fig. 1.1 below:
The traditional conduit method of communication has been criticized for being shal-
low and misleading because:
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• It assumes that the intended meaning is always transferred to the other person
which is not realistic
• It does not indicate if there is any shared meaning between the communicators
From the above it has become clear that a better definition of communication is
required. Let us find out what other scholars say. According to Angelo and Robert
(1987 ), communication has been defined as “the exchange of ideas or information
between a ’sender’ and a ’receiver’, and the inference or perception of meaning
between the individuals or parties involved or concerned. An analysis of this ex-
change reveals that communication is a two - way process, consisting of consec-
utively linked elements, in which the sender and the receiver keep changing roles
until an agreement is reached”. This is a more comprehensive definition of commu-
nication, as it implies the perception of meaning (shared meaning, or understanding)
between individuals or parties involved.
1. Exchange - the use of this verb ’to exchange implies that there is a king of
“give and take” situation between the individuals or parties involved in the
communication. For instance, in fig.1 above, there some communication be-
tween persons A and B. The arrows indicate that person A gets an idea, which
he/she passes to person B. Person B does not just keep quiet, he/she gets an-
other idea that he/she passes to person A.
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4. Perception or Inference - when we are confronted with some new idea or in-
formation, we think about it, digest it and create some meaning out of it in our
mind. This mind picture (how we understand the idea) is know as perception
or an inference of meaning. People percieve (understand) things, ideas or
even objects depending on how they were brought up or socialized, i.e based
on how they were introduced to and what they have been told about these
things, ideas and objects by their parents, family members and the larger
society. In other words, communication is culture-based. For example, we
have about 42 different tribes, speaking different languages in Kenya. Differ-
ent words/objects/symbols mean different things to these tribes, and in some
cases, the same word/object/symbol would mean different things to members
of different tribes. Consider the Example below:
Example . What would an animal like a cat mean or symbolize to your friends
from the following tribes living in Kenya?
a) Luo
b) Mijikenda
Solution: To the Luo it is simply a pet and a protection against other unwanted
animals in the home like rats and snakes, while to the Mijikenda from the coast it
will symbolize a bad omen, or mashetani
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Figure 1.2:
understand the role each of them play in this process. We will use fig. 1.2 below as
an illustration of the continuously linked elements of the communication process.
Beginning from the arrows indicate the direction of the flow of information or idea.
1. Sender - Who is the sender? What role does a sender play in the communi-
cation process? This is the originator of any one given information. He/she
concieves an idea, does encoding and creates a message and then looks for
and decides on a suitable method to pass that message on to the receiver. He
actively seeks a feedback, which he decodes to create meaning. The commu-
nication process begins with the sender.
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Example . Identify the roles that the sender and receiver keep changing in the
communication process.
Solution: The role of sending and receiving messages . At the initial stage the
sender originates the message sends it to the receiver, at the creation of the feedback,
the receiver becomes the sender and the initial sender becomes the receiver.
E XERCISE 1. a) Why is communication described as a process?
b) Use about ten sentences to create a paragraph describing the communication
process.
• Communication that is free from all noise or barriers can be said to be effec-
tive;
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2. In addition, take staff away from the normal workplace to avoid temptation
to sneak out of meetings to attend to pending work in the office;
3. Moreover, switch off mobile phone during a meeting or put them on a silent
mode to avoid disruptions;
5. Besides that, take into account the different geographical time-zones and im-
plications these may have on communication when deciding which media to
use.
3. Moreso, have emphathy for receiver i.e asking the question: “If I were the
one receiving this message, what would I feel about it?”
A receiver can eliminate barriers associated with him by practising the following:
2. Always show interest in what the sender has to say as opposed to dismissing
it as not intereting before it is tabled.
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2. Being diplomatic, in the event of conflict between sender and receiver, the
two parties should embrace dialogue and reach an amicable solution to their
qualms.
1. The handlers of staff should be willing to allow them time to sort out social
issues that make them emotional e.g. death of a relative, delivery of a child.
4. In the event of mental illness, please seek medical advice and treatment if
available.
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2. Avoid the use of homonyms (words that sound the same and have more than
one meaning), this reduces a great deal the risk of misinterpretation.
3. Both the sender and receiver should make it a habit to speak proper language-
use proper sentence structure, accurate pronunciation and articulation just to
mention a few.
4. Have clarity of speech- use adequate volume in your speech that you may be
heard properly.
5. Take diction into account- be sure of the meaning of your choice words before
you use them.
2. Courtesy: this refers to sincere and genuine expressions that stem out of
respect and care for others. It involves being sincere, avoiding anger and
extreme rapture, refraining from preaching, and use of positive words.
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• Legal requirements.
• Confidentiality.
• Security.
• Credibility.
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This list provides very good guidelines for communicators to use when deciding
which medium to use for which communication. However, in business management
it may prove too long and cumbersome to go through. Most of the cases managers
do not have too much time at their disposition. This necessitates the need for a
method that can help them make quicker decisions, hence the contingency approach
to meia selection.
1. Face -to-face
2. Telephone
3. Personal written
4. Formal written
5. Formal numeric.
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The frame work below will help you understand how this works:
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• ambiguous,
• unpredictable or unexpected/unforeseen,
Managers spend more time analyzing such because they rely on more sources of
information during their deliberation. There are no straight forward solutions to
such problems or situations.
An example of such a problem is a major re-organization in an institution or a firm,
where some established departments have to merged into one department and others
split or new ones created. The dilemma will be when two or more departments are
merged, which of the existing HOD’s becomes the head of the new department?
What do you do with the other one(s) that now have no department to head? How
best can this be communicated to the affected parties? On the contrary, a problem
that is low in coplexity is one which is:
• predictable
• routine
• non-emotional involving
Take the case of preparing a monthly pay for a new employee in an organization,
for example, all the Human Resource Manager needs to do is to inform the salary
section of the effective date of employment and the grade or scale of entry point
of the employee, they will easily come up with the employee’s payslip as most
organizations have predetermined pay packages for all levels of employees. This a
problem which is low in complexity.
Having understood these concepts, we can look at the contingency approach to
media selection. This is usually presented in the form of a gragh a shown in fig
1.3.1.3.
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Interpretation
The model above is based on the interaction between the information richness of a
mediun, ranging from low to high along the vertical axis, and the complexity of the
problem, also ranging from low to high along the horizontal axis. It is divided into
three major zones or areas which are explained below:
• Overload Zone - The medium chosen provides more information than nec-
essary. For example, if all a person with a savings account in a bank wanted
to know is how much is in the account, then books an appointment for a face-
to-face meeting with CEO of the bank to get that information, the graph when
plotted will fall in the overlaod zone. Face to face medium like the meeting is
a rich medium and should br used to solve amore complex problem. This area
represents a zone of ineffective communication. Like in this case the CEO of
the bank will be wondering if this particular client is in his right senses!
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at hand. For instance, imagine a simple problem like wanting to know the
balance in ones bank account, all the person needs to do is access this infor-
mation from a computer generated print out through an ATM machine, or at
home through the mobile phone - a formal numeric. Or, in the case of busi-
ness mergers, or acquisitions elaborate meetings with affected parties would
be most appropriate - a face-to-face medium.
Intrapersonal Communication
This takes place within an individual’s mind through the process of thinking and
feeling. The individual is able to process and take time to strike understanding with
him/ herself and others. It is useful in the following ways:
• It helps an individual to think, plan, analyze and interpret ideas and messages.
• Gives one the opportunity to think of new ideas and be creative about new
decisions and approaches or solutions to organizational problem.
Interpersonal Communication
The interaction between two or more persons in small groups preferably on a one-
on-one basis, is known as interpersonal communication. It has the following advan-
tages:
• Makes it possible for people to open up and discuss issues with other people.
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Organisational Communication
This occurs within an organization between its members or one organization and
another. It promotes smooth running of daily activities of an organization and is
used generally to communicate policy decisions to members. It has the following
advantages:
Mass Communication
It is usually intended for a large audience whose location may not be definite at the
time of disseminating that information e.g. newsletters, press releases, interviews
with media houses, radio and TV. It allows the sender to achieve the following
among others:
Social Communication
This happens when people interact in groups outside the formal organization. Peo-
ple hold general conversations, share ideas etc. It requires social skills such as
greeting one another, making oneself known and being able to sell ideas. Great
business deals can be struck during these social activities like sports, community
work, which sometimes allow people of different status and backgrounds to come
together.
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Transformational Communication
Transformational communication is formed with the aim of building a larger frame-
work of reference for a healthy understanding of phenomena. It aims at changing
an already existing attitude that is usually negative in nature to a positive one. It is
practised by counsellors, teachers, NGOs, voluntary organizations who act to pro-
vide a voice for the less fortunate, those that are considered vulnerable in the society
etc. It is characterized by the following elements; thinking, sensing, intuiting and
feeling.
Group Communication
This takes place between members of a unique group (social or professional) where
only issues affecting that group are discussed. The spirit of a good group lies in its
respect for shared values and its belief. The communication pattern is interdepen-
dent. The group members have responsibilities and obligations to one another. Its
usefulness include:
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LESSON 2
Verbal Communication
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2.2. Introduction
As was unravelled in the previous lesson, there are two forms of communicatio,
namely verbal and non-verbal. Communication by the spoken or written word, as
we all may have noticed in our lives, is the most familiar and consciously acclaimed
type of communication. For this reason, official communication is mainly pegged
on verbal communication as it is considerred evidentiary and as such admissible by
law. It is therefore important to understand verbal communication in all its various
forms. In this chapter, you will be exposed to verbal communication in its spoken
and written forms, the merits and demerits of each form.
2.3. Definition
This type of communication involves the use of words to convey information. The
following are the main forms of verbal communication
• Oral communication
• Written communication
• Classroom lectures
• Meetings
• Seminars
• Conferences
• Group discussions
• Public rallies
• Teleconferencing
2. Telephone
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• Articulation; One should speak all parts of a word correctly, carefully and
distinctly. He or she should avoid the following:
1. Deletion-this refers to leaving out parts of a word, for instance ’cause’ instead
of ’because’.
2. Addition of extra parts that do not exist to a word. Take ,for example, ’ori-
entated’ instead of ’oriented’ .
3. Slurring- occurs when someone speaks two or more words in a hurry to make
them sound as one e.g. ‘kinda’ instead of ‘kind of’
• Modulation; One should vary the tone and pitch of one’s voice. Pitch refers
to the sound vibration frequency while tone is the rise and fall of pitch. Pitch
should never be too high or too low. Listeners like a controlled pitch. A
varied tone on the other hand helps to enhance the mood of the message at
hand.
• Pronunciation; One should open and close the mouth appropriately when
speaking , use correct sounds for vowels and consonants and use appropriate
stress in words and syllables of words to make communication effective.
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• Repetition; The coming over and over of key phrases or words with differ-
ent vocal emphasis to create a desired emotional effect is crucial to ensure
communication is effective.
3. It may take a long time to make decisions when different participants hold
different views.
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• memos
• notices
• advertisements/publicity
• minutes
• reports
• curriculum vitae
• journals
• newsletters
• circulars
• Statements etc
Each of the above documents are mostly used in organizations for passing informa-
tion to people. It is therefore important to know the following about them:
1. Types
2. Purposes
3. Contents
4. Formats
5. Language used
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3. Date of writing
5. Salutation
6. Subject
9. Name
11. Enclosures
Formatting of the formal letter This refers to the various styles of display. There are
two types: Fully-blocked style and the semi-blocked style.
Fully-blocked: All writing begins at the margin on the left-hand side.
Semi-blocked:
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• Reports
A report is a structured written document in which a specific issue is examined
for the purpose of conveying information, in order to report findings, to answer a
request, to put forward ideas and make recommendations or offer solutions.
An effective report is one that is written appropriate to its purpose and audience, ac-
curate, logical; clear and concise; and is well organised into clear section headings.
These sections enable readers to find and focus on specific pieces of information.
Purpose, audience and types of Reports
Keep in mind what your audience needs to know, this will dictate what type of
report you will need to write and the amount of detail to be contained therein. Some
questions you need to keep in mind include:
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It is most important to think about your reader(s) in terms of heir wants, needs and
expectations. The level of knowledge they have on the topic and their individual
areas of expertise could impact greatly on how your report is received.
It’s always important to make a note on the report itself which outlines who the re-
port was prepared for. If it is not possible to narrow your focus, and you are required
to write a report that is accessible for differing audiences, it may be appropriate to
write several different versions of the same report.
What type of report am I writing?
• Persuasive reports are usually quite one sided: stressing the benefits of one
side of the argument and the pitfalls of the other. For this reason, persuasive
reports are structured quite differently.
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Table 2.1:
Report writers also consult secondary sources in order to get ideas for writing a
report. It is always useful to not only consult sources but also refer to them directly
in the body of the report.
Create the outline
To begin an outline, start by jotting down a list of topics that you know you need to
cover. break the topics down into subsets.
When creating an outline:
6. You may wish to circulate your outline for feedback at this stage.
The next step is to arrange the headings into a logical sequence. It may help to
follow an argument development method as shown in table2.1:
Write the Draft
Once you have created an outline, the next step is to create a draft. It is important
not to worry too much about details such as punctuation and spelling at this point.
The most important thing is to establish a logical flow and ensure you have enough
evidence to support the ideas you are presenting. For each section and sub-section
ensure you lead with a summary sentence that immediately flags to the reader what
the main idea of the section is.
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Impartiality is imperative in the drafting stage. As the researcher and writer you
must express your ideas in an objective manner. This is why report writers often
express themselves in the third person. For example, they may write: The research
reflected. . . rather than: Our research reflected.
Types of Reports
There are numerous types of reports that are widely used in business. These range
from short informal or semi-formal reports to longer formal reports. The format
is determined by the purpose of the report, the amount of detail required, and the
audience for whom it is intended.
• Title
• Introductory statement – what the report is about and why it is being written
Other formats may also be used for short reports. For example:
A report form usually consists of questions to gain specific information that can be
stored manually and/or entered onto a computer.
• Letter Report
If a short report is written for a reader outside the organisation in which it was
written, it may be written as a letter report. This report is usually written in the first
person and active voice (e.g. “I consider that . . . ” rather than “It is considered that
. . . ”) and is more informal than a long report.
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A letter report shares certain features with normal letters – features that would not
normally be found in a report: it is written on letterhead and includes the address of
the reader, salutation (Dear . . . ), close (Yours Sincerely/faithfully) and signature.
On the other hand, a letter report is more structured than a normal letter. It has a
subject line, which is sometimes seen in letters, and an introduction and conclusion
which are similar to those of a letter in that neither is prefaced by a heading. The
body of the letter, however, is in report format, with headings and sub-headings
clearly defining the sections and sub-sections.
• Memo Report
A memo report may be written to a reader who works in the same organisation as
the writer. Because the writer is likely to know something about the reader and
his/her requirements and level of knowledge of the subject matter, the memo report
does not need to contain detailed background information about all of the things to
which it refers.
This report is written on memo paper and follows the memo format. However, it
is longer than the conventional memo (two pages or more) and is therefore divided
into separate, labelled sections. The memo report is usually written in the first
person and active voice (e.g. “I consider that . . . ” rather than “It is considered that
. . . ”) and is more informal than a letter report.
• Title page
• Summary
• Introduction
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• FORMAL REPORT
Formal reports are rarely less than ten pages long and can often run into hundreds
of pages. They are commonly written for a large audience who do not know the
writer, and are sent outside an organisation. Third person and passive voice should
be used (e.g. “It is considered that . . . ” rather than “I consider that . . . ”).
Structure:
• Cover letter/memorandum
• Cover
• Title page
• Summary
• Table of contents
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• Conclusions
• Recommendations
• Bibliography
• Index (optional)
Cover Letter/Memorandum
• Write a cover letter if the report is to be sent to a reader outside the organisa-
tion.
• Write a cover memo if the report is to be sent to a reader inside the organisa-
tion.
Cover
Title
• The title should be complete and comprehensive, without being so long that
it is difficult to grasp. E.g. “Report on the Proposed Realignment of CSU
Division of Human Resources 2008”
Title Page
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• Name of the person (or organisation) for whom the report was written.
Summary
• The summary is a quick overview of the aim, conclusions and most important
aspects of the report.
• The summary is designed to be read by people who are too busy to read the
whole report. It is therefore essential that it be brief, comprehensive and
interesting.
Table of Contents
• The table of contents is a systematic list, in page order, of all the parts of a
report.
• If desired, a numbering system may be used for organising the table of con-
tents and report:
• The introduction is the beginning of the major part of the report. Its aim is
to provide all the necessary information so that the reader can understand the
main discussion and the body of the report.
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• It is the place for a broad, general view of your material. Avoid details that
belong properly to the body of the report or the appendices.
• Scope: What aspects of the topic will be dealt with? What will be excluded?
What kind of information will be presented?
• Definitions of technical terms and words that you intend to use in a special
sense.
Methodology
• Outline the method of investigation or research: When and how was the in-
formation obtained?
Findings
• Present the facts and results that were obtained through the investigation or
research.
– Order of time
– Order of location
– Order of importance
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• Based on the results of your research, argue the case for and against vari-
ous courses of action, estimate the possible effects, and then recommend a
suitable course of action.
• If you wish, briefly include some additional material to support your argu-
ment, e.g. graph, diagram, table, picture.
• Throughout the discussion, refer to any appendices you have attached to sup-
plement the information in the body of the report.
Conclusions
Recommendations
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• Don’t be afraid to recommend further investigation if you feel you still don’t
have the answer when it is time to write the report.
Close
• Signature.
• Printed name.
• Position.
• Record the bibliographic details (i.e. author, title, edition, publisher, place of
publication, and year of publication) for the sources of information used.
• The appendices contain data (such as charts, tables, photographs, maps and
statistics) that support the body of the report. These are located in a separate
section to avoid disrupting and cluttering the flow of the discussion.
• If the report is particularly complex and involves terminology that the reader
may not be familiar with, include a glossary (mini-dictionary) to explain the
meaning of words and terms.
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• If the report is over 20 pages long, an index will help the reader find specific
information contained within the report more easily than is possible with the
table of contents.
• Minutes
• Curriculum Vitae
Application for a job consists of two parts:
• A covering letter
The application including the bio-data creates an impression of the cabdidate in the
selectors mind. There are things you must follow when writing an application:
1. Compile accurate information about your life. Include details like age, aca-
demic qualifications, co-curricular activities, work experience„ publications,
seminars attended to and membership held.
2. Package and present the information properly to give the employer a clear
picture of your personality. All the information you provide must be chrono-
logically arranged in reverse order and there must be sub headings wherever
possible.
4. First write a draft, then make the necessary corrections. After this you can
make the final draft as perfectly as possible. Here is an example of a resume:
• Use bulleted sentences, so that the employer takes just five or si messages
from your resume
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Oral communication lacks tangible record hence cannot be used for future reference
in a legal context.
It can be difficult to control discussions where so many people are involved due to
the spontaneity of their reactions.
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It may take a long time to make decisions when different participants hold different
views.
Spontaneous reactions may result in inferior or ill-considered decisions which re-
duce the quality of communication done.
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2.7. Introduction
The statement ’...Words mean nothing without emotion...’ is a widely asserted quote
that bares a lot of truth. Interesting to note, these feelings that give meaning to
words are largely conveyed by non-verbal means which , as research has proven,
comprise of more than 75% of communication between persons; so ,in essence,
more than half of all communication is non-verbal. Unfortunately, the common
human instinct to ignore this category of communication has led to distortion in
information and at times a complete breakdown in communication. As a scholar,
it is our hope that at the end of this topic you will be able to identify with ease the
different non-verbal forms of communication and as such instinctively take them
into account as you interpret any information that is conveyed to you from another
person to foster effective communication.
Culture and Non-Verbal Messages
Nonverbal communication has been said to have a greater universality than lan-
guage, in that ‘we can often make ourselves known in a rudimentary way through
signs and gestures when communicating with people from differing cultural back-
grounds who do not share a common language’ (Hargie et al, 2004, p.38). However,
a word of warning- non-verbal cues can also differ dramatically from culture to cul-
ture.
An American hand gesture meaning ’AOK’ for example, would be viewed as ob-
scene in some South American countries. It can be vital for those in contact with
people from different cultures to do their research and discover what it means to
make eye-contact, use hand gestures, to touch another person etc in the other cul-
ture; and especially to find out what is taboo (Goman, 2002). Be careful!
2.8. Audio
Involves the use of sound and engages hearing senses e.g. music (horns, trumpets,
drums, alarms etc.)
2.9. Visual
Communication that involves sight i.e. symbols and signs
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2.10. Audio-visual
Uses both the sense of sight and hearing
1. Kinesics
2. Occulesics
3. Paralanguage/Paralinguistics
4. Proxemics
5. Artifactics; objects that people carry, wear or own e.g. dressing style, colour
of clothes, perfume, personal objects such as briefcases, cars and pens. These
describe someone’s personality and character.
6. Chronemics; this is the study of time and its impact on people. High-culture
people are very time conscious while low-culture people are not time con-
scious at all
• body contact : Body contact is unconscious and accidental. Any part of the
body can be involved
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cues and their likely impact through close self-monitoring. Some training courses
offer videotaping of simulated work situations, and these can be invaluable in devel-
oping awareness of characteristic habits or patterns of non-verbal behaviours that
you tend to show as well as the possible impact of these (eg, overly sharp tone
of voice mistakenly conveying displeasure; smiling when conveying criticism thus
watering down the impact of the verbal message; lack of comfortable eye contact
suggesting aloofness or dishonesty).
However through close self-monitoring and reflecting on your own behaviour as
well as by seeking feedback from others who are prepared to give you an honest
response, awareness of your own NVC and its likely impact can be gained. In
conversations, ask yourself ‘Are my non-verbal behaviours reflecting my words?
Are they reflecting the message that I want to convey?’
E XERCISE 7. Research and discuss the following:
Kinesics
Proxemics
Occulesics
Paralanguage/ vocalics
Example . Explain the role of non-verbal communication
Solution:
Express emotions
Express interpersonal attitudes
To accompany speech in managing the cues of interaction between speakers and
listeners
Self-presentation of one’s personality Rituals (greetings)
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LESSON 3
Patterns and Techniques in Communication
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3.2. Introduction
The flow of information in an organisation is governed by its structure. In sim-
ple terms, organisational structure refers to the manner in which staff are arranged
into departments and/or sections that handle different yet correlated tasks in the
organisation.Often, the structure is hierarchical in nature. Such arrangement leads
to flow of information linearly or diagonally along the hierachical structure of the
organisation.This may happen between people in the same rank (horizontal commu-
nication), between staff members holding different ranks in the same department or
section(vertical communication), between people in different sections or depart-
ments on a formal basis (diagonal communication ) or between people in similar or
different ranks on an informal basis (grapevine communication). In order to be an
effective human resource at your workplace, it is important to master these ways
in which information is transmitted ;this will make it possible for you to interact
effectively with other members of staff and distinguish the nature of the message .
3.3. Definition
Patterns of communication are paths or ways through which information flows
within and organization. These may be classified according to the nature of the
information or the direction of communication.
According to the nature of information passed, we have the following:
• Formal Communication
• Informal Communication
1. Vertical communication
2. Horizontal communication
3. Diagonal communication
4. Grapevine communication
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• Memos
• Letters
• Notices
• Newsletters
• Company handbooks
• Disciplinary interviews
• Appraisal interviews
Also involves upward communication which begins from the junior staff to top
management. May be in form of;
2. Polls and ballots - employees may be asked to vote for or against a proposal
that is used to decide whether or not to implement proposed changes.
3. Problems can be solved before they get out of hand and solutions will be more
quality unlike when protocol is ignored.
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3.8. Grapevine
Referred to as rumors or gossip. Usually put into motion/ engineered by an informal
leader. Thrives in organizations where formal channels provide inadequate infor-
mation or no information at all. The informal leader is somebody whose official
position is not depicted in the organization structure but may have information on
the subject of interest.
E XERCISE 9. Discuss the advantages and disadvantages of each of the other 3
patterns of communication described above. The first one is done for you. (30 mks)
E XERCISE 10. what are the advantages of vertical communication
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1. Pre-presentation Jitters.
2. Development of a presentation
3. Delivering a presentation.
Skills of a presenter
• Verbal
• Non-verbal
4. Consistency in design
• Interpersonal skills
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1. Personality.
2. Level of confidence.
3. Level of knowledge.
Pre-presentation Jitters
Refers to misconceptions to presentation due to some thoughts, attitudes and ideas
e.g.:
• What is my topic?
• Level of expertise
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• Status in society
• Gender
1. Introduction
2. Development/ body 3
• Must be conceptualized
• Researched extensively
• Concluded convincingly
1) Coolzone presenter
Characteristics:
appearance
• Thoughtful and factual;
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2) Hotzone presenter
Characteristics:
• Loud-voiced
• Rhetorical in nature
• Dramatic movement
• Passionate
3) Dullzone presenter
Characteristics:
• Boring
• Nervous
Inductive
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2. Take care of your personal look; make a good first impression. Physical
appearance should be appealing. Avoid jeans & T-shirts for serious presenta-
tions.
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LESSON 4
Techniques in Communication
Stages of listening
1. Sensing/ Hearing/Selective Hearing
2. Interpretation
3. Evaluate; which of the things I have sensed is important i.e. attach value thus
either store or discard.
Passive Listening
• Hear only a portion of the speaker’s words and absorb part of the speakers’
meaning
• Does not matter whether you grasp or remember all that is said e.g. listening
to radio or TV.
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• Take points and come up with questions and find gaps in presentation, display
involving body language.
• Active listeners are good at asking questions and making comments i.e. veri-
fication of feedback.
Evaluative Listening
• Listener assesses the value of the message or compares it with what is usually
considered the best.
Fake/Pseudo Listening
• Pretence to be listening.
Informative listening
• Takes full concentration. Helps one understand the message.
Appreciative Listening
• Primarily done to enjoy/ appreciate the message and not to take benefit of
content or meaning of the message e.g. when listening to music.
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9. Give feedback.
4. Pretending to be attentive.
7. Jumping to conclusions.
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2. Get rid of distractions; do anything you can to get rid of internal and external
noise that interferes with careful listening.
3. Do not judge prematurely; do not make snap judgment and evaluate others
before hearing them out especially when the speakers’ ideas conflicts with
yours.
4. Look for key ideas; extract central idea to focus attention rather than drift off
in boredom. Take note of all key points.
7. Suspend your own agenda; while you are listening. Concentrate on what the
speaker is saying not what you think.
8. Empathic listening; put yourself in the shoes of the speaker; you do not nec-
essarily have to agree but show understanding.
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Interpreting stage
• Listener decodes the message
• At the stage, the listener is faced with multiple barriers i.e. semantic, linguis-
tic, psychological, emotional, environmental
Evaluating stage
• Listener assigns meaning to the message, draws interfaces, takes an overview
of the message and seeks accuracy of information and evidence.
Responding stage
• Listener is ready to respond/ feedback stage.
Memory stage
• Helps the listener retain chunks of what they have listened to, about 10-25%
speech of the presentation.
2. Reduces tension and hostilities as it paves way for healthy exchange of views
and opinions, reducing psychological tension and bad blood. It mutually
solves problems and misunderstanding.
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3. Ensure you have taken proper rest or food especially when attending long
seminars/ lectures or conferences.
5. Carry a notebook/ writing pad to take short notes and key points in order to
force effective listening on yourself.
6. Practice good body language, sitting correctly and establishing eye contact
with the speaker.
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2. Emotional preparation
3. Physiological preparation
Psychological preparation
Get rid ouf anything that can hinder understanding i.e. conflicting ideas
Emotional preparation
Overexcitement, anger, remorsefulness or stress should be put under control i.e.
emotions should be at equilibrium to maintain sobriety.
Physiological preparation
• Be well fed.
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Skimming
• Reading skill whereby the reader runs through a given written material look-
ing for keywords, phrases, sentences or paragraphs with an aim to come up
with an overview of the content.
• Key words can either be at the beginning or end of the paragraph depending
on the style of writing adopted i.e. inductive or deductive.
Scanning
• A reader runs quickly through an entire document looking for some specific
information and stops as soon as they find it.
• It saves time.
Study Reading
• Examine or try to diagnose the idea or subject to gain deeper understanding
of the concept.
1. Survey- what aspects/ approach is used in the material to help one know the
depth or scope of coverage and relevance to one’ s study.
3. Read.
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• Inductive
• Deductive
Substyles
• Narrative
• Descriptive
• Argumentative
4. Determine the scope of the write up i.e depth (how much to cover), width and
length(how many pages).
1. Clear
2. Concise
3. Correct
4. Courteous
6. Interesting
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LESSON 5
Sources of Information & use of Technology in
Communication
• Discuss the interview process - preparation and execution by both the inter-
viewer and interviewee.
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5.2. INTERVIEWS
As stated earlier, this is one of the survey methods of research. They can be done
face to face or by telephone. They are used to make decisions about someone or
something. There are two interview schedules:
2. structured interviews: Questions are written down before the interview ses-
sion and are asked in order which they are written down for all respondents.
It has a specific objective and one can tell the respondents what the objectives
are.
• One can also probe the respondent if you don’t get the answers that you ex-
pect.
1. The response rate is high.(there is less bias in the data or results that one gets
back)
3. Interviews work well with respondents whose reading and writing skills are
poor.
4. Because the questions are standardized for all respondents, the data obtained
tends to be reliable.
5. The interviewer can observe non-verbal vi. An interviewer can use visual
aids in certain cases
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• It is also a tool of communication from which both the interviewer and inter-
viewee gain much information.
• During the interview, both the interviewer and interviewee have aims which
they want to achieve.
1. Learn about the company/org before going for the interview i.e products, ser-
vice provided, personnel, current activities.
5. Learn to put your-self at ease i.e going to an employment bureau for them to
conduct an interview with you.
At the interview
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2. During the interview, pay attention to what is going on listen well and ask
politely for a question in case you did not get the interviewer i.e please re-
peat,will you kindly.
6. Look at the faces of the people who are interviewing you.(maintain eye con-
tact).
1. Determines the kinds of questions to be asked and puts together the members
of the pernel, assigning each one of them their specific positions at the venue.
2. Prepares the venue of the interview i.e making sure the sitting arrangement is
right.
• Starts by putting the interviewee at ease in that at the beginning the intervie-
wee may be nervous hence this may hinder the interview session.
• He/she should guide the interviewee but do not put words in their mouth.
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• After all the questions have been asked, end the session by asking whether the
interviewee has any questions.if not,thank them for applying and attending
the interview.let them know when they will hear from you.
• Show that you are interested in what is going on Answer questions cor-
rectly,completely and honestly.
• Be courteous.
Type of questions
1. Open ended questions: they do not require a specific answer and all the
interviewee to talk at length on what asked. One taks more and takes control
of the session(advantage).
3. Mirror questions: they reflect an answer that you have given previously.it is
tricky and meant to catch you.
4. Probing questions: they arise from an answer given earlier or and require
you to explain that answer further.
5. Leading questions: they are asked in such a way that the interview gets the
answer that he/she wants.(usually in such a way that you agree with his/her
opinion.)they are unfair to the interview and should be avoided.
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6. By the word of mouth: someone might tell ou about the existence of a va-
cancy because they want you to use their name(this is known as name-dropping).
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4. Closing interview: the interviewer asks questions while writing the points
down and asks the last question. The interviewer thanks interviewer for send-
ing application and attending the session. States what is to happen after the
interview.
5.3. Questionnaires.
Definition 2. A Collection of structured questions which are answered in the field.
1. Behavior patterns
2. Opinions
3. Social attitude
4. Personal preference
• It is used when the respondents reads and answers the questions separately
from the interviewer.
• One should let the respondents know what he/she wants to know.
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• It works very well when one pre-test (give the questionnaire to some people
who are not in your actual/final study).
2. Give it to the people in the same population as to that you are going to study;
this helps one to generalize about the answers one is likely to receive.
3. They help one to know whether the objectives that he/she has have been cov-
ered in the questionnaire.
dvantages of a questionnaire
• The questions are standardized (the same) for all respondents The results are
likely to be reliable due to this.
DISADVANTAGES
• It is an impersonal way of getting information.(one can not get the body lan-
guage of respondent).
• If one does not get back all the questionnaires or maybe there are blank
spaces,the results are not reliable or valid.
5.4. Observation
• It is a primary method in filed research.it starts with field observation and
is not the casual look/ordinary seeing and watching in the context of doing
research.
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• It involves direct observation and takes place in a natural setting and not in
some man made/laboratory situation.
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• The participant participates in the people’s daily lives and the situations being
observed.
• He/she should try to become part/accepted member of the people being stud-
ied,should be able to speak their language,learn their slang,jokes,empathize
with them and develop a report.
• He/she should share the situation of the people i.e funeral,weddings etc.
A thin line between non-particpant and participant observation The two of them can
be regarded as poles/extremes/ends on a continuum. continuum (Non participant
(participant observation) Observation) (one can mark the intensity and decrease at
which something is being done)
• Observers have ended up being native to the areas that they have been ob-
serving. Participant observation is used to obtain qualitative data.
2. Personal involvement and immersion into the affairs of the community being
study.
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• Economic
• Social
• linguistic
• political
• cultural
5.5. Experiementation
• The researcher does not depend on respondent to get information.
• There are several designs based on the the principle of causation for experi-
mentation.
• The researcher then administers the treatment to the experimental group after
the treatment and records what is observed/examines the experimental group
after the treatment and records what is observed.
• The difference before and after the treatment is regarding as the effect of the
treatment.
• Or, the researcher can take two groups/areas of study; examine both groups
before administering a treatment and records what is observed. the researcher
then administers the treatment to only one group or area and leaves the other
group/area without treatment.
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• Both groups are then left under identical conditions during the entire period
of the experiment. they are supposed to be left under identical conditions for
the success of the experiement.
• After the treatment, the researcher examines both groups or areas and ob-
serves what has happened. he/she then calculates the results.
• There are two difference in the pre-treatment and post-treatment results. the
difference of the experimental group and that of the control group are sub-
tracted i.e (dii-diff control)and one gets the result (effect) of the treatment.
Exercise. Discuss the following as sources of information and list their advantages
and disadvantages:
• the library
• the internet
1. The library
2. Internet
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1. The telephone- fixed landlines, pages, radios, public address systems to mo-
bile phones commonly used today.
Objects like phones, fax machine computers, satellites dishes, just to mention a
few, have greatly facilitated exchanges and sharing ideas through what is commonly
known as Information and Communication Technology (ICT). The
Positive Effects
1. Increased accessibility to information.
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7. Access to information has led to shorter and quicker decision making process
thus leading to higher productivity by business.
10. It has led to faster social and economic development as new knowledge can
be easily transferred to different parts of the world Negative Effects
Despite the many good roles technology plays in communication, there are nonethe-
less some adverse effects:
1. Electronic fraud e.g. in the case of banks where financial fraud occurs.
4. Computer hacking – where people illegally access information not meant for
them.
5. Unemployment especially among the youth – one computer can replace sev-
eral people at the work place.
6. Laziness among the youth – they would prefer watching tvs, chatting with
friends on facebook or twitter to working.
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LESSON 6
Information literacy skills
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• Understand the economic, legal and social issues surrounding the use of in-
formation ethically and legally.
This module is therefore designed with the aim of equipping our students with
the ability to identify, search, evaluate, use and present information effectively and
ethically. It is intended to help students pursue life-long learning; take advantage of
the opportunities offered by the global information society and ultimately become
informed and responsible citizens.
Module Content: Understanding information literacy, Information needs and infor-
mation sources: defining a topic, types of information sources. Access of informa-
tion: how to find books, journal articles and database search techniques. Evalua-
tion and use of information; determining credibility and reliability of information
sources. Economic, legal and social issues surrounding the use of information: pla-
giarism and how to avoid it, documenting sources of information: citation styles and
referencing techniques. The impact of information and technology on the economy
and society.
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All these questions are part of the concept referred to as "Information Literacy"
which you learn about, practice, and apply as you work through the course modules.
Understanding these concepts will prepare you to approach subsequent modules
with a clear sense of purpose.
According to the America Library Association, information literacy is the ability
to recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information "(ACRL, 2000, p.1). In other words,
students who are information literate will know what they want (information) and
how to get it (through research).
The definition of an information literate person extends beyond school and applica-
tion to academic problems such as writing assignments and term papers and reaches
into the workplace. Information literacy is also important to effective and enlight-
ened citizenry, and has implications that can impact the lives of many people around
the world. The ability to use information technologies effectively to find and man-
age information, and the ability to critically evaluate and ethically apply that in-
formation to solve a problem are some of the hallmarks of an information literate
individual.
We live in the information age, and ‘information” is increasing at a rapid pace. We
have the internet, television, radio and other information resources available to us
24/7. However, just because so much information is so easily and quickly available
does not mean that all of it is worthwhile or even true.
Hardware and software technologies have been advancing and this expected to con-
tinue. New technologies are being invented. All times, we are faced with new
challenges like usage of new hardware, new version of software, new operating
systems, and new applications with synergy of hardware and software etc. Today’s
employers are looking for people who understand and can adapt to the characteris-
tics of the information age If a student has "learned how to learn" upon graduation,
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they are much more attractive to the job market. An information literate individual
– with their strong analytical, critical thinking and problem solving skills, can be
expected to be adaptable, capable and valuable employee, with much to contribute.
Learning Outcomes
Upon completion of this session, students should be able to:
• Understand what each source type covers arid when to use a particular source.
• Selecting a topic
Selecting a topic is the first step you have to do in your information research process.
With information provided by your lecturers, you may get some idea of the topic
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to work with, or you may not have any idea at all, either way, you may find the
following helpful for selecting a topic for your assignment;
• Look up the syllabus to see what topics are covered in the course
• Look up the teaching materials reserved for the course in the library
• Brainstorm all possible ideas with your fellow classmates or group members
• Browse scholarly journals or books in the common areas on interest. You may
also find it helpful to look up other sources such as newspapers, magazines
or web resources etc.
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specific angle, section, or aspect of a broad topic or looking at how a narrow topic
is influences by other factors, or how it influences other factors in your field.
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• Primary sources
• Secondary sources
• Tertiary sources
• Eyewitness accounts
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• Journalistic reports
• Financial reports
• Government documents
• Court records
• Literary manuscripts
• Minutes of meetings
The definition of a primary source may also vary depending upon the discipline or
context. A diary would be a primary source because it is written directly by the in-
dividual writing in the diary. Interviews are primary sources because the individual
talks about the topic directly from what he/she knows about it.
• Biographical works
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• Commentaries
• Criticisms
• Dictionaries
• Histories
It should be noted that the nature of your research and you information need will
determine which types of sources are more appropriate. In some cases you may
need to consult both primary and secondary sources for a sound argument.
• Works which list primary and secondary resources in a specific subject area
• Works which index, organize and compile citations to, and show how sec-
ondary sources can be used
• Materials in which the information from secondary sources has been "di-
gested" reformatted and condensed, to put it into a convenient, easy-to0read
form.
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Notice the terminology used. Popular magazines are usually called magazines.
Scholarly journals are usually called scholarly journals. Scholarly journals are
also sometimes called academic journals.
There is a subset of scholarly journals called peer-reviewed journals. In order to be
published in peer-reviewed journals, the articles must be approved by recognized
experts in the field that the article discusses.
• Print materials
• Electronic
• Audio-visual
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We have greater access to a wider array of information sources than ever before,
below is a list of the main types of sources which may be available in print, audio-
visual, and/or electronic formats;
• Books -One of the most commonly used information sources, books can be
either fiction (i.e. a work of imagination) or non-fiction (i.e. fact-based).
Non-fiction books provide in-depth detail on a subject or a general overview;
therefore it is important to think about how much information you want be-
fore choosing a book. Most books will have content pages, indexes and chap-
ter headings which will help you quickly evaluate whether or not it meets your
needs. It is also important to remember that, for printed books at least, the
publication process can be lengthy, so you need to check that the information
contained is current enough for your needs.
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1. Human sources
2. Archives
3. Libraries
4. Internet
Communication with colleagues and peers are a good way of obtaining information.
For example doctors have been found to rely on their colleagues for information in
order to solve a patient’s problem. The value of informal sources of information
especially colleagues and peers cannot be overstressed. The good side of it is that
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colleagues and peers are readily available to provide needed information at the right
time. If the right person is contacted, quality and up-to-date information will be
obtained. The problem of using human sources is that there may be some element
of bias in the information provided or some people will say things from their own
point of view or exaggerate it.
• Archives
Archives are places where records of all types and formats are kept and made ac-
cessible for research and other purposes. They are a good place to find primary
sources, both unpublished materials and those that have been published for their
parent institution’s members or domain. Personal and institutional records of all
types can be found in archives, as well as media, oral histories and even artifacts.
The term ‘archives’ can also refer to the records themselves. The materials housed
in the archives are unique. Archives store, preserve and make accessible records of
enduring value that have not been produced in great quantities for the general public
for research and understanding. Archival materials are rare and irreplaceable and
therefore are not loaned out to users.
• Libraries
When you think about libraries, the first things that come into mind are probably
printed materials such as books, journals and magazines. Libraries also provide
access to electronic resources such as full-text journal articles, periodical indexes
and encyclopedia and other online reference sources. Libraries collect quality in-
formation in a wide variety of formats. Academic libraries purchase these sources
for their “community” of students and staff. Unlike archives, libraries have mass
produced items such as books, journals, magazines, government reports, multime-
dia and audio-visual materials, manuscripts and other special collections such as
maps and rare books. These resources are different from most of the information
that is freely available to you over the internet because they have been reviewed
and recommended by the library with input from the faculty members. The main
purpose of libraries, particularly university libraries, is to collect a large quantity
of scholarly materials from different time periods and on diverse topics to make
research and teaching easier for the university community. Library materials unlike
those found on the internet, go through a review process. Librarians select books,
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magazines, journal databases and even Websites for use by their patrons. This se-
lection process enables the library to collect resources considered to be reliable,
relevant and valuable. In addition, library resources are organized by subjects thus
making them easy to find. For easy access, each item of library material has a call
number that indicates where it is located on the library shelf. With the advent of the
electronic age, some of these are now accessible through digital libraries collection
on the Web. Libraries also have trained staff – Librarians who serve as a bridge
between the users and information sources. They assist users in sorting through the
maze of information in their library collections. Librarians answer reference ques-
tions and also help the library users to learn how to use new information tools. If
you need help with accessing information, contact your librarian.
The Internet and the World Wide Web The internet is a global system of networked
computers that allow user-to-user communication and transfer of data files from
one computer to another on the network. It is a worldwide system of computer
networks – a network of networks in which users of one computer can, if they have
permission, get information from any other computer( and sometimes talk directly
to users at other computers) on the network. On the other hand, the World Wide
Web (WWW) provides the technology needed to navigate the internet is vast sea
of resources. The WWW is a pathway of accessing information over the internet
via Universal Resource Locator (URL) or web address. Almost all information ob-
tained from the internet is free. For example, you can access general information
such as local and national news, weather, sports etc from popular portals. You can
access government information and notices from various governmental websites
and even you can obtain specific information like statistical data and financial re-
ports of business corporations. Furthermore, there are some websites that provide
free application programs for your download. However, some websites require your
subscription and fee if you want to access a particular type of information (can you
think of some examples). On the other hand, all library resources are not free. The
University library has purchased a wide variety of printed resources, reference tools
and has subscribed a variety of electronic databases for the JKUAT community.
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Study Questions
References:
1. Rieding, A.M. (2006). Learning to learn. A guide to becoming information
literate. New York: Neal-Schuman. ISBN: 978-15557055 5
4. Turabian, Kate L. (2013) A Manual for writers of term papers, theses and Dis-
sertations, 8th ed. Chicago: Chicago University Press. ISBN: 978-022681637
1
5. O’Leary, Zina. (2010) The essential guide to doing your research project.
Los Angeles, CA: Sage, ISBN: 978-1-84860-010-2
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7. Sen, L., (2006) Communication Skills. New Delhi: Prentice Hall of India.
ISBN: 978-8120333017
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LESSON 7
Access to Information
Learning Outcomes
By the end of this module students should be able to: - Conduct basic search strate-
gies - Conduct online searching techniques - Apply best practices in the use of
full-text electronic journals - Do general database searching
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• Go to the Find Books, Articles & More link on the library’s home page.
– Subjects covered
– Types of publications covered: journal articles, books, etc.
– Dates covered
• Boolean logic
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• Parenthesis
• Phrase searching
• Truncation
• Field searching
• When identifying search terms, you must pay particular attention to the fol-
lowing aspects to ensure that all likely relevant terms are included in the
search strategy.
• Abbreviations
• - Acronyms
• Spelling variations
Using the proper search term or phrase(s) is a crucial component of the research pro-
cess. These are the keys which can unlock much of the information needed. Select-
ing the right terms or phrases can be challenging and even confusing. Some terms
are very specific, medical and engineering terms are often precise in the meaning
and in some cases, live depend on using these words correctly. You might need to
consult various reference sources, such as;
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Now that you have a keyword list, and depending on what your topic is, it might be
necessary to consult a range of resources. Periodical indexes or databases regularly
indexes articles published in thousands of journals, they help you locate articles on
a specific topics, thus saving you the needs to search each journal individually.
• AND combines search terms so that each search results contains all the terms.
For example dogs AND cats would result in articles that contain both terms.
Use AND if you want to narrow a search so that all words appear in your
results.
• OR combines search terms so that each search results contain at least one of
the terms. For example a search looking for articles about "dogs or cats"
would contain articles about either dogs or cats. Use OR if you want to
expand a search so that anyone of your words appear in you search results.
• NOT narrows your search by telling the database to exclude all terms that
follow it from your search results. This can be useful when: • you are inter-
ested in a very specific aspect of a topic (letting you weed out the issues that
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you’re not planning to write about) • when you want to exclude a certain type
of article (book reviews, for instance, aren’t typically helpful when writing a
college-level paper) Use NOT with caution as good items can be eliminated
from the results retrieved. For example "Dogs NOT cats" would find results
that contain dogs but not cats.
7.2.6. Truncation
Truncation means ’ to make shorter’ after identifying all the possible relevant search
terms, you must decide whether you are going to use truncation. The truncation
symbol is often a question mark? or an asterisk*.
The use of truncation retrieves all variations of a root word in a single search, by
using a special symbol to replace the word endings. This broadens the search.
For example, searching for Politi* will find information on politics, politicians,
political, politically. Do not truncate too early in the word as Poli* will also find
information on police, polite, policy.
• Wom?n – will retrieve information on both woman and women. Middle trun-
cation is especially useful to provide for spelling variations.
The Boolean operators and the use of the symbols such as the asterisk (*) for trun-
cation and the question mark (?) for a wildcard can be used in combination to create
search strings. Using search strings will result in more sophisticated searches from
the library databases, as well as help in searching search engineers more effectively.
A search string allows the search concepts to be manipulated for more precise re-
trieval results.
• Parenthesis
Parenthesis are symbols (-) or "-" put around words to show what is inside should
be kept together. For example: "Conceptual art" will get different results from
conceptual art. Using inverted commas to indicate a phrase will get fewer and
better results use parenthesis to group words. This forces the database to group the
terms the way you want, not the way the database wants.
Example
The search below would find either articles about asthma and children or articles
just about infant. To make it logical you would need to include brackets. Asthma
AND (Children OR Infants)
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• Phrase searching
"Phrase searching" means searching for two or more words as an exact phrase.
This allows you to find documents contain a particular phrase e.g. "air pollution"
or "bio-fuel energy"
Nesting (or ’Grouping’) is a keyword search technique that keeps alike concepts
together, and tells a search engine or database to search those terms placed in
parenthesis first. Using nesting in a search requires that the items in parenthesis
be searched first. Generally the items in parenthesis are linked by the Boolean op-
erator "OR".
You can use nesting when you are trying to link two more concepts that may have
many synonyms, or me be represented by a number of different terms to obtain
more comprehensive search results.
Example: Using (Eastern Africa OR Africa) AND HIV? AIDS will search Eastern
Africa or Africa first.
• Field-Specific Searching
A good technique for focusing a database search is to limit your search to a specific
field. Do a field-specific search when you are looking for:
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• school aids
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Use only significant words, not common words, such as the, of, an, and that. Avoid
using phrases such as "people with diabetes", or whole sentences, such as "How do
people buy cigarettes if they are under 18?"
• Death Penalty
• Electrocution
• Capital Punishment
• Hanging
• Death Row
• Lethal Injection
The thesaurus for the library catalogue (OPAC) is called Library of Congress Sub-
ject Headings. If you would like to consult this resource, or if you are unsure
whether a particular database has a thesaurus, ask the librarian.
Keyword vs. Subject Heading Search
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Search Tips
Use the OPAC to search for items at JKUAT libraries including:
• You have a narrow or complex topic. In many cases this means entering two
or more search terms to describe your topic.
• There is no appropriate subject heading or your topic or you are unsure of the
correct subject heading
• Try an author, subject, or title search when you know the exact author,
subject, or title
• If you retrieve too many results for your topic, try a subject search.
• If your topic is too specific, you may retrieve few or no results. Try to think of
a broader subject area or broader search terms to use for your topic (e.g., Spe-
cific topic: the impact of divorce on the academic performance of children.
Try a broader search: children and divorce).
• Use the Boolean operators - AND, OR, NOT in ALL CAPS to refine your
search.
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• * enter an asterisk at the end of a root word to pick up all forms of the root
word including the plural or singular of a word. For example, type the root
word teen* to search for records that contain at least one of these words –
teen, teens, teenage, teenager, teenagers.
1. To access and begin a search in OPAC go to the JKUAT Library home page
at: http://jkuat.ac.ke/departments/library/
2. When the JKUAT Library home page appears, type your keywords in the
OPAC search box located near the top of the screen. Click on the Go button
or press the <Enter> key to execute the search.
4. To perform another search while still in the OPAC, enter your search terms in
the search window near the top of the screen.
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A call number label is attached to each book spine or front cover. Every item record
in the library catalogue also includes a call number. When searching the library
catalogue, you want to be sure to jot down the complete LC call number in order to
locate the item on the shelf.
If you haven’t narrowed down your topic for a research assignment but have a gen-
eral subject in mind, you can also browse the shelves if you know the beginning
Library of Congress classification letters for that subject (e.g., BF – Psychology
books; L - Education; PS – American Literature; R – Medicine)
The library provides access to thousands of online books through databases such as
Ebrary- Academic Complete, Taylor and Francis e-books, ScienceDirect e-books
and SpringerLink e-books. Besides searching these databases directly for online
books, you can also search the library catalogue for these books.
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word, subject, author, title). They contain thousands to millions of records or arti-
cles. The library purchases subscriptions to these databases (similar to purchasing
a subscription to a magazine or newspaper).
The types of resources indexed in library databases include: scholarly journal, pop-
ular magazine, and newspaper articles reference materials (e.g., entries from dictio-
naries, encyclopedias, etc.) books, pamphlets, government documents, etc.
All databases provide citation information about the items they index. A citation
typically consists of: author’s name, title of article, title of the book, journal, mag-
azine, and newspaper, publisher, date of publication. Many library databases also
provide abstracts of the items they index. An abstract is a brief summary of the
article.
Many library databases also provide the full text (the entire article or book) for
items they index. Library databases also differ in their subject coverage. Some
library databases are general - meaning that they index items from many subject
areas or academic disciplines.
If you’re not sure which database to choose, you may want to start your research
with our most comprehensive and general database, EBSCO HOST - Academic
Search Complete. Most library databases index items from a specific subject area
or academic discipline (e.g., business, health, history, psychology). To browse
databases by subject, use the Filter by Subject/Discipline menu option.
Accessing library databases: The library databases can be accessed from the li-
brary’s home page (http://jkuat.ac.ke/departments/library/). If you are accessing
the databases from off-campus, you will be prompted to login with your username
and password. The databases are accessible 24/7. If you need further help in using
the databases, schedule a consultation with a librarian.
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retrieved from the open web hasn’t been evaluated. It could be inaccurate, biased,
or it might not be current. Also, the authors of web sites might not have the same
credentials as the authors of articles found in the library databases. You will need
to more carefully evaluate information retrieved on the open web. All of the arti-
cles found in the library databases have already been evaluated for accuracy and
credibility by discipline-specific experts and publishers.
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Study Questions
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LESSON 8
Evaluating Information Sources
8.1. Introduction:
In the course of a search, you will encounter numerous information resources, both
print and digital. You will need to consider how to tell whether those sources are
reputable and of quality. Evaluating your sources and the information they provide
is very important. Some sources can be outdated, biased, or just plain wrong; and
using that information makes it a lot more difficult for you to present a convincing
argument. Web resources, in particular, rarely go through any reviewing or ref-
ereeing process. Anyone with internet connection can publish information on the
WWW. There is no guarantee for accuracy or the absence of biases. Evaluating in-
formation is when students determine the usefulness of individual resources – their
relevance to the topic being reached; whether they are scholarly or popular; and
where they are situated within the discourse of the topic at hand.
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• Accuracy: It’s important to be definite (not hesitant) about the points you
make in your research assignment. That’s why the information in your sources
should be explained clearly and supported with evidence.
• Objectivity: An objective source states only the facts and does not try to
persuade its readers, push an agenda, or advocate a cause. A non-objective
(or biased) source has an opinion or agenda. It may include good information,
and it may be a good source of current opinions about a topic, but you should
be careful not to cite its assertions as facts.
• Author: Who wrote the source? Is it clear what the author’s credentials are?
Can you search the author’s name on the internet to find out anything more
about his or her credibility, reputation, experience, and expertise with your
topic?
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• Date: When was this source published? Since most research assignments
will have you adding something new to the greater conversation about your
topic, it’s important to find the most current research. We’re living in an
information age, so there’s no reason to go with stale research. (Note: This is
not to say that all aged works are to be ignored. Depending on your research
topic, a historical perspective may be useful.)
• Once a source has passed your first test (a scanning of its documentation
information and summary), it’s time to decide whether the information it
provides will indeed be useful to you. There are a few elements to consider:
– Focus and Scope: Scan the major headings of the work. Does it appear
that the source addresses the topic(s) you’re seeking to learn more about,
or does it develop in a direction that won’t be useful to you? Does the
source address your topic in sufficient detail, or does it gloss over the
concepts you were hoping to read more about?
– Purpose: What is the aim of the source? Does it seek to entertain, in-
form, or persuade? Would using information from this source be helpful
to your research or would it confuse it? For example, for some assign-
ments, it might be appropriate to begin a speech or an essay by citing a
story that lightly introduces your audience to your topic, while in other
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Evaluating the information provided by a website is a lot like evaluating the in-
formation provided by a print source. You’ll want to consider the source’s focus,
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scope, purpose, audience and readability. In addition, however, you’ll want to ask
yourself these questions:
• “Does it provide something important that I can’t get from any of my print
sources?”
Conclusion
Think about information resources as “evidence”: Viewing information as a tool
to prove a point or support an argument is a useful starting point for evaluation.
Don’t assume that one format of information is better than others: All kinds of
information should be evaluated carefully, including books, articles and websites.
Evaluation is an art, not a science: There is no “one size fits all” set of guidelines
for this important activity.
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Study Questions.
Example . What types of sources would you consider good sources for your
current project? Which sources do you think you will want to keep away from, and
why?
Solution: nhfdhfh
E XERCISE 21. Using the search strategies you learned earlier, find two websites,
one that you would feel completely confident using in your assignment and another
that might leave you questioning its quality and usefulness. Explain what it is that
makes you trust the first source and doubt the second. Create a chart contrasting the
two sources according to the criteria listed above.
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LESSON 9
Ethical, Legal and Social Issues for Use of Information
9.1. Introduction
There are a number of ethical, legal and socio-economic issues that surround the
access and use of information for your research. This module introduces you to
some of the main issues and considerations you should be aware of in order to
ensure appropriate use of information.
By the end of this module, students should be able to:
• Procrastination.
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• Any piece of information this is not common knowledge (e.g., fact, figure,
statistic, chart)
• Multimedia created by another person (e.g., photo, drawing, film clip, music,
etc.)
The primary reason for citing /acknowledging the sources of information is to avoid
plagiarism and give proper credit to the original author or creator. Other reasons for
citing sources are:
• Reusing a paper previously turned in for one class and then submitting the
same paper or portions of it for subsequent classes without permission of the
instructor (self-plagiarism).
• Cutting and pasting entire sections from other authors’ works into one’s own
paper.
• Using another author’s exact words but not putting quotation marks around
the quote and citing the work.
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• Sticking too closely to another author’s words by only changing a few words
around when paraphrasing.
2. When you paraphrase, be sure you are not just changing or rearranging a
few words. Carefully read over the text you want to paraphrase. Write out
the idea in your own words. Check your paraphrase against the original text
to make sure you have not accidentally used the same phrases or words.
3. Make sure to include complete and correct citations in your works cited
list.
4. Make sure to follow the guidelines and rules for the specified citation style
(e.g., APA, MLA, etc).
6. Make sure to include in-text citations within your paper for any information
taken from another person’s work. A typical in-text citation includes the
author’s last name and the page number of the source. The in-text citation
is inserted at the end of the last sentence containing a quote or paraphrase of
another’s work – e.g.: (Jones, 127).
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1. To distinguish between your own words and ideas and the words and ideas
you are borrowing from someone else,
2. To make clear where the other person’s material begins and ends,
3. To indicate whether the words in your paper that express this borrowed ma-
terial are your own words (as in a summary or paraphrase) or are the original
words of the person you are borrowing from (as in a direct quotation),
4. To provide a clear pathway back to the original material so that the reader can
find it in order to verify it or to use it for her own purposes
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A citation from a secondary source: - When you find a quote within a work that
you have read and you wish to refer to the original quote, this is called citing from
a secondary source. Secondary sources are acceptable within academic writing as
long as they are kept to a minimum. You should use secondary sources only if
you are unable to find or retrieve the original source of information. For example,
imagine that you found a quotation from Davidson that you wish to use in your text;
however, you found this information in Jones and were unable to locate the original
source by Davidson. For this reference, Davidson would be the primary source, and
Jones would be the secondary source. You will name the primary source in your
text, but the reference and in-text citations will credit the secondary source. Use the
phrase ’as cited in’ to signify the secondary source.
In text citation
According to Davidson (as cited in Jones, 2009), learning APA "can be tough, but
like any skill, it just takes practice" (p. 23). In addition, the mastery of APA in-
creases an author’s chance of scoring well on an assignment (Davidson, as cited in
Jones, 2009).
In reference list
List Jones in your reference list, not Davidson.
Jones, J. (2009). Scholarly writing tips. Minneapolis, MN: Publishing House.
• When citing primary material, the original publication date is usually not
needed.
• Following the primary author’s name with the year in parentheses, like David-
son (2006), indicates that you are directly citing the original source.
• To avoid confusion, just include the year of the secondary source in your text,
like Davidson (as cited in Jones, 2009).
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the author(s) of the quote, the author(s) of the chapter in the edited book and the
editor(s) of the edited book.
In text citation
As Lee and O’ Connors (2004) state, "schooling plays a critical part in shaping a
student’s sense of ’self’ responsibility and skill in initiating and completing actions
and tasks" (as cited in Glynn & Berryman, 2005, p. 298).
In reference list
Glynn, T. & Berryman, M. (2005). Understanding and responding to students’
behaviour difficulties. In D. Fraser, & R. Moltzen (Eds.), Learners with special
needs in New Zealand (3rd ed., pp.294-315). Palmerston North, New Zealand:
Dunmore Press.
Note:
• Use this format if you are using 1 chapter out of a book that has many chap-
ters, and each chapter is written by a different author. If each chapter is
written by the same author, just cite the entire book.
• Write the word In to let us know that your chapter was found In the book’s
information that follows.
• Always italicize the title of the book. Capitalize the first letter of the first
word of the title and subtitle (if you have one). Do not capitalize any other
words, unless they are proper nouns.
Reference list
At the end of your assignment or research paper you are required to provide full
bibliographic information for each source cited in the text. It provides the informa-
tion necessary for a reader to locate and retrieve any source you cite in the body
of the paper. Each source you cite in the paper must appear in your reference list;
likewise, each entry in the reference list must be cited in your text. Your references
should always begin on a new page separate from the text of the essay; and is nor-
mally labeled “References”. References are always listed in alphabetical order by
author, and then chronologically.
Each reference type (e.g. Book, Journal article, electronic resource, etc) has a stan-
dardized format. Examples of APA style:
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1. Author/Editor/Producer
2. Date
4. Publication Information
Author, A. (Year). Title of the work. Place of publication: Name of the Publisher.
The surname (family name) of an author comes first, followed by the first initials.
If there are several authors, each is separated from the others with a comma, and
there is an ‘&’ before the final author:
• Michaels, P. J., & Balling, R. C., Jr. (2000). The satanic gases: Clearing the
air about global warming. Washington, DC: Cato Institute.
Electronic books
If the item is available online, a retrieval statement or DOI is required after Title.(
in italics) Publication Information is normally omitted. Author, A., & Author, B.
(Year). Title of the work. https://doi.org/xx-xxxxxxx . Example:
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Organization as Author:
American Psychological Association. (2003).
Unknown Author:
Merriam-Webster’s collegiate dictionary (10th ed.).(1993). Springfield, MA: Merriam-
Webster.
9.5. Periodicals
Items published on a regular basis such as journals, magazines and newspapers also
known as serials or periodicals include the same basic elements as for books, but
exclude the publication information and add the volume, issue and page number(s)
instead. Each reference should include the following elements:
1. Author
2. Date
3. Title of article
Examples:
Online journal article: should include same elements as above: Author(s), year of
publication, article title (not in italics), journal name (in italics), volume number (in
italics), issue number, page number range of the article (if available), in addition to
DOI, URL or journal home page.
Examples:
• Hsing, Y., Baraya, A., & Budden, M. (2005). Macroeconomic policies and
economic growth: The case of Costa Rica. Journal of Applied Business Re-
search, 21(2), 105–112. Retrieved from http://journals.cluteonline.com/index.php/JABR/
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Magazine or newspaper article: follow the same format as journal articles, with
a few alterations.
Examples (unsigned and signed):
• University officials agree to Cost cutting measures. (2010, June 13). Daily
Nation, p. 24.
• Landler, M. (2016, June 2). Trump’s Nuclear Disarmament Plan Throws the
East Off Guard. The Guardian, p. A7.
• Begley, S., & Murr, A. (2016, July 2). Which of these is not causing global
warming? A. Sport utility vehicles; B. Rice fields; C. Increased solar output.
Newsweek, 150(2), 48-50.
• Enable a reader to quickly locate the source of the materials you refer to so
they can consult it if they wish.
Below is a list of some common citation types with examples of how they are laid
out within the MLA style guidelines:
Works Cited List: Book with on author: Format: Last Name, First Name. Title of
Book. Place of publication: Publisher, Year. Example: Valenti, Francine. More
Than a Movie. Dublin: Westview Press. 2000. In-Text citation:
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• (Page no)
Example:
• List the names in the order they appear on the title page.
• Only the first author’s name should be reversed: Last Name, First Name.
• Use a comma between the authors’ names. Place a period after the last au-
thor’s name.
• If there are more than three authors, name only the first and add et al., or give
all the names.
Examples:
• Tinstone, William J., Kathleen A. Savage, and Leigh A. Clark. Forensic Sci-
ence: An Encyclopedia of History, Methods, and Techniques. Santa Barbara:
ABC Publishing, 2006.
In-text citation:
• (First author Last name and last author Last name Page no)
• (Page no)
Examples:
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• (Page no)
Example
• (page no)
Example:
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9.7.2. Websites
Format: Author Last name, First name.( if available) Name of site. Publisher or
sponsor of site, date of publication (if available), URL
Examples:
Including the date of access is optional. MLA strongly recommends that the date of
access be included if the source provides no date specifying when it was produced
or published.
Note that the second example above shows a website that does not have a publica-
tion date, so the date of access is used instead. Also note that the placement of the
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two dates is different. If the author is not known, or is the same as the publisher,
then list it only once (see the second example). The publisher’s name can often
be found in a copyright notice at the bottom of the homepage or on a page that
gives information about the site. If a "permalink" or DOI is available, it is normally
included instead as it is a more stable link to the resource.
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• In-text citations: are a method of signaling to the reader of your work that
the words or ideas quoted or referred to at that point are not your own. The
method for acknowledging the source document will vary according to the
citation style you are using. Enough information is given to locate the full
reference in the Works cited or References list.
• Works cited or References list: is a list of all the documents you have re-
ferred to in your assignment or research project. It is usually included at
the end of your work. It may be arranged alphabetically or numerically and
formatted according to any one of the citation styles you have chosen to use.
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Study Questions
E XERCISE 23. Give three reasons why we should document sources of infor-
mation in academic writing?
E XERCISE 24. What is a citation?
E XERCISE 25. What is a bibliography?
E XERCISE 26. What information should be included in a correct citation for a
book?
E XERCISE 27. What information should be included in a correct citation for a
journal article?
E XERCISE 28. What is an in-text citation?
E XERCISE 29. What information should be included in correct in-text citation
E XERCISE 30. If the author’s name is in the signal tag, what is at the end of an
in-text citation?
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LESSON 10
The impact of information and communication technologies in
society
10.1. Introduction
We are now living in an information age and the focus on information and technol-
ogy has profoundly affected the nature of society and the world of work. More in-
formation is accessible to all people in our society, and more businesses are seeking
employees who are proficient in information retrieval, analysis, and communica-
tion in conjunction with highly developed technological skills. Increased flows of
information between parties, individuals as well as organizations, have made inter-
actions information-intensive. As more and more people are employed in service
sector jobs, there is a higher intensity of information in economic activities. These
developments are partly due to the structural changes that have been taking place
in the economy and the society, and partly due to technological progress. The un-
precedented advances in information and communication technologies (ICT) have
transformed societies in ways that were unimaginable not so long ago. The way
we conduct our personal lives, the way we build and maintain interpersonal re-
lationships, and the way we engage in production and distribution activities have
undergone changes that have long-run implications for the society in general and
for the economy in particular. That we can connect to each other almost anywhere
in the world instantaneously, can do shopping, banking, our jobs from the comforts
of the four walls of our homes, and can have access to the best of entertainment,
education, medical care has definitely enhanced the quality of life.
The objective of this module is to give students an overview of the important role of
information towards economy and society, the availability of various resources and
capabilities to achieve and consolidate that role, and the potential impacts on both
economy and society, so that students can understand and appreciate the contribu-
tion of information systems, and therefore, be better prepared and involved in these
information processes and new media.
New media are information and communication technologies & their associated
social contexts, incorporating:
• Devices that enable and extend our abilities to communicate with particular
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• Social arrangements or organizations that form around the devices and prac-
tices
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Specifically, computers have been reduced significantly in size, and the speed has
increased tremendously. Their prices have also dropped substantially, which make
them more affordable to most business organizations. Nowadays, most of the com-
panies are using computer systems to process their business transactions.
The data communication capabilities have also improved a lot in recent years. Par-
ticularly, the wide spread and accessibility of the Internet have attracted not only
individuals but also organizations to utilize its capabilities to serve their various
needs in a very effective and efficient way. Additionally, the development in wire-
less technologies such as 3G and 4G mobile telecommunication and wireless LAN
technologies have made communications and data transmissions much faster, more
flexible and convenient. Their compatibility with the Internet further makes them
more easily integrated in a wider environment. Additionally, the proliferation of
broadband communications, has greatly promoted the use of the internet by com-
panies as well as individuals in a faster way and at comparatively lower prices.
Today’s users are more computer literate, and no longer regard computer as some-
thing special but a necessary piece of office equipment, just like a desk, a tele-
phone, or a copying machine. Today many offices are automated and most of the
users have keyboard terminals or PCs in their offices, which are connected to a net-
work or beyond to the Internet. All these have facilitated the transition to a more
computer-based environment.
It is also important to note that nowadays, internet-linked computers and WIFI can
be accessed in various convenient locations, public library, cafeterias, shopping
malls and others. The information flow can of course be further enhanced.
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reality. There are new job opportunities, e.g. flexible and mobile working, virtual
offices and jobs in the communications industry.
New tools, new opportunities: The second big effect of ICT is that it gives access
to new tools that did not previously exist. A lot of these are tied into the access
to information mentioned above, but there are many examples of stand-alone ICT
systems as well: ICT can be used for processes that had previously been out of the
reach of most individuals, e.g. photography, where digital cameras, photo-editing
software and high quality printers have enabled people to produce results that would
have previously required a photographic studio.
ICT can be used to help people overcome disabilities e.g. screen magnification
or screen reading software enabling partially sighted or blind people to work with
ordinary text rather than Braille.
• Reduced physical activity: A third negative effect of ICT is that user may
adopt a more sedentary lifestyle. This can lead to health problems such as
obesity, heart disease, and diabetes. Many countries have workplace regula-
tions to prevent problems such as repetitive strain injury or eyestrain, but lack
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Users can stay abreast of the latest global and local developments, and participate
in campaigns and activities of their choice. Professionals use social media sites like
LinkedIn to enhance their career and business prospects. Students can collaborate
with their peers to improve their academic proficiency and communication skills.
You can learn about different cultures and societies by connecting with people in
other countries. Unfortunately, there are a few downsides too to social networking.
If you are not careful, unscrupulous people can target you for cyber bullying and
harassment on social sites. School children, young girls, and women can fall prey
to online attacks which can create tension and distress.
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10.2. E- Government
One of the major developments in ecommerce is e-Government. It is the use of
IT in general, and e-commerce in particular, to provide citizens and organizations
with more convenient access to government information and services; and to pro-
vide delivery of public services to citizens, business partners and suppliers, and
those working in the public sector. E-Citizen is one such example of e-government
services (www.ecitizen.go.ke). There are three main domains of e-government as
follows:
• Creating empowerment
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• Developing communities
• Building partnerships
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newer technologies. The already well educated, in general, have access to better
services. There is thus a risk that the educated and information-rich may become
richer while the less educated and the information-poor become poorer, thus widen-
ing the “digital divide”.
The Government of Kenya is putting more and more services online:
• More and more public services have been launched through e Citizen - official
digital payments platform that enables Kenyan citizens, residents and visitors
access and pay for government services online, etc.
Conclusion
Information technology significantly impacts individuals, organizations, and soci-
eties. Any given technology is likely to affect multiple entities in ways that may be
both positive and negative.
Globalization and telecommuting are transforming the ways in which people work
and organizations operate. Now, work can be performed at any time, in any part
of the globe, which tends to make organizations more efficient. Organizational
structure, job content, and the nature of management and supervision are altered
significantly by this trend.
Vast amounts of data and information made available in the Information Age are
exceeding the capacity of people to absorb and process them. Spam and other forms
of electronic noise only exacerbate the problem. As the quantity of information
rises, the issue of information quality takes center stage.
Uneven diffusion of information technology results in a digital divide. The digi-
tal divide generally follows the income distribution, educational levels, and several
other characteristics of people both within and across countries. People and coun-
tries with limited access to information technology are unable to benefit from this
valuable resource.
Machines and information systems can displace humans from their jobs, both blue-
and white-collar. Such changes can be extremely disruptive for an individual em-
ployee or an organization. However, on the macroeconomic level, increased effi-
ciency of IT-enabled machines promotes lower prices and greater consumption, and
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References
1. The Impact of Information Technology on Work and Society. Available from:
< http://www.benmeadowcroft.com/reports/impact/>.
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Study Questions
E XERCISE 32. What are four causes of information overload, and what can be
done to reduce this problem?
E XERCISE 33. Define digital divide at the local level and global level. Does the
divide seem to be increasing or decreasing at each of these levels?
E XERCISE 34. IT can lead to the creation of new jobs as it eliminates existing
ones. List five jobs that did not exist ten or more years ago. List five jobs that have
been practically eliminated within the past ten years.
E XERCISE 35. Discuss whether information overload is a problem in your work
or education. Based on your experience, what personal and organizational solutions
can you recommend for this problem?
E XERCISE 36. Visit the digitaldivide.org website. What are the biggest chal-
lenges of the current century? How can the digital divide be narrowed?
E XERCISE 37. In small groups, arbitrarily select an information system or infor-
mation technology (e.g., e-mail, the Internet, robotics, artificial intelligence, etc.).
Working individually, each group member should consider all possible implications
of this technology for people, organizations, and society. Taking the previous con-
siderations into account, each group member should decide whether the net effect
of the technology is positive or negative. Then, discuss the issue as a group and see
if the group can come to a consensus about the impact of the technology.
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Solutions to Exercises
Exercise 1. a) Communication is referred to as a process because it involves stages
through which information must pass from the sender to receiver, through consec-
utively linked elements.
b)Communication process begins with the sender conceiving some idea in his/her
mind. He or she then transforms this idea into a language that the receiver can
understand , a process known as encoding. The encoding process results in a mes-
sage.(information) The sender then looks for a means to transfer the message to
a receiver(medium). The receiver upon getting the message transforms it into a
mental picture (decoding ) . He then creates meaning out of the mental picture
(interprets) and finally transforms the mental picture back to a language that the
original sender can understand (encodes and creates) another message to be sent to
the sender (feedback). At this point the receiver becomes the sender and the sender
becomes the receiver (There is a change of roles)and the process repeats itself until
a mutual agreement or solution is reached. Exercise 1
Exercise 6.
It is that communication in which the spoken word is used.In this case, the voice is
the channel of communication and the sense of hearing is vital for the reception of
the message Exercise 6
Exercise 7.
Kinesics is the study of body language, or more formally, non-verbal behaviour re-
lated to movement, either of any part of the body or of the body as a whole.Kinesics
are an important part of non-verbal communication behavior. the movement of the
body, or separate parts, conveys many specific meanings and the interpretations
may be culture-bound. As many movements are carried out at a sub-conscious or
at- least low awareness levels, kinesic movements carry a signfificant risk of being
misinterepreted in an intercultural communication situation.
Proxemics refers to the interrelated observations and theories of man’s use of space
as a specialised elaboration of culture.We all have an area of space around us that
we consider as ours and tend to feel uncomfortable when this space is breached.
The extent to which people will keep out of or encroach upon our personal space,
depends on a multitude of factors including culture, personality, age, sex, status and
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dominance (Hargie et al, 2004). For example, women typically adopt closer dis-
tances than men, particularly with other women. Similarly, extroverts adopt closer
distances than introverts, as do the very young and old. North European and North
American cultures tend to prefer larger interpersonal distances than do people from
Southern Europe, Latin America and the Middle East (Hargie et al, 2004). The
distance that people put between themselves and others can also be instrumental in
reflecting attitudes, creating feelings and indicating the balance of power. Thus, we
may stand away from someone we regard as unfriendly, or whom we think is going
to tell us something we do not want to hear (Knapp & Hall, 1992). Likewise, those
who create a large interpersonal distance when communicating with us, we tend to
view as less friendly and understanding (Adler & Elmhorst, 1999). The person with
the higher status in an interaction generally controls the level of distance and degree
of approach.
Occulesics, a sub-category of kinesics, is the study of eye movement, eye- be-
haviour, gaze and eye-related non-verbal communication. It has four dimensions:
Eye- contact
Eye-movement
Pupil Dilation
Gaze Direction
It has long since been recognised that the eyes communicate a great deal with ex-
pressions such as ‘the eyes are the windows of the soul’ in common parlance. Think
about how it can be difficult to deal with someone wearing sunglasses, for example.
Eye contact can indicate engagement or involvement with the speaker and complete
lack of eye contact can suggest detachment, nervousness or that the person is hid-
ing something. Use of eye contact can serve a number of purposes – for example, a
sequence of breaks and contact in eye gaze is used to regulate the flow in conversa-
tion, with the speaker typically engaging in eye contact as they come to the end of
their speech turn.Eye contact of the listener needs to be at a comfortable level – a
constant or fixed eye gaze can be unnerving. In addition, the rules for what amounts
to appropriate or comfortable eye contact varies from culture to culture.
Vocalics is how people express themselves through voice. The voice has different
properties. These are rate, inflection and variety in the voice, volume, being loud
or soft, and articulation and pronunciation, or how correctly and clearly the person
speaks. the voice will also develop physiological properties termed as voice quali-
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Poise.
Verbal
Non-verbal
Knowledge of making power-point slides Exercise 11
Exercise 12.
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Open ended questions: they do not require a specific answer and all the inter-
viewee to talk at length on what asked. One taks more and takes control of the
session(advantage).
Closed questions: they require binary/specific answers i.e yes or no It can make a
session turn into an interrogation session(disadvantage).
Mirror questions: they reflect an answer that you have given previously.it is tricky
and meant to catch you.
Probing questions: they arise from an answer given earlier or and require you to
explain that answer further.
Leading questions: they are asked in such a way that the interview gets the answer
that he/she wants.(usually in such a way that you agree with his/her opinion.)they
are unfair to the interview and should be avoided. Exercise 13
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