An Investigation into the Development of an Institutional Strategy to Build Research Capacity and Information Literate, Critical Thinking, Independent Learners in Three African Universities

Abstract

This paper presents the findings of a study involving the University of Botswana, the University of Zambia and Mzuzu University in Malawi. The study investigated the current situation with regard to fostering information literate independent learners, their vision, challenges and solutions, with the objective of defining a future institutional strategy. 46 senior academics, librarians and support staff took part via interviews and a workshop. It was found that many students, as in other countries, generally lacked information literacy or independent learning motivation. Challenges included staff student ratios, infrastructure and previous education. In addition, a link was shown between academics’ pedagogic skills and their research capacity, and their ability to help develop independent, critical thinking learners. Practical approaches to resolve these challenges were identified. The innovative nature of this research is that it involved a cross section of staff, highlights the connection between academic research capacity and students’ information literacy. It proposes an institutional strategy which, it is argued, is necessary for the fundamental changes to take place that will foster a future generation of information literate, critical thinking independent learners and build research capacity.