| dc.description.abstract | University libraries are increasingly adopting social media as a means of promoting their services, yet the effectiveness of these strategies remains underexplored in the Kenyan private higher education context. This study examined how social media promotion strategies enhance library service provision to students at Strathmore and Riara University Libraries. The study focused on four strategies: content creation, user engagement mechanisms, targeted advertising, and gamification. A descriptive mixed-methods design was applied, involving a survey of 300 undergraduate students in Information Technology and Computer Science, of whom 255 responded (85%), and interviews with 36 librarians, of whom 20 participated (55.6%). Questionnaires were used for students, while semi-structured interviews captured insights from librarians. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. Reliability was confirmed through Cronbach’s Alpha coefficients above 0.7. The findings revealed that content creation, particularly infographics and regular posts, moderately improved student awareness (mean = 3.15). User engagement remained weak (mean = 2.25), as libraries mainly used platforms for information rather than interaction. Targeted advertising showed minimal impact (mean = 2.88), limited by financial and technical barriers. Gamification emerged as the most effective strategy, with quizzes and contests significantly motivating student participation (mean = 3.42). The study concludes that while social media enhances library visibility, its full potential remains underutilized. Practical recommendations include staff training in digital content creation, investment in interactive tools, and integration of gamification beyond orientations into ongoing library activities. The study contributes to policy and practice by providing an evidence-based framework for optimizing social media strategies in Kenyan university libraries. | en_US |
