Framing Information Literacy Instruction from a Sociocultural Approach to Learning: Experiences from Selected University Libraries in Uganda

This study explores how the tenets of sociocultural learning theory, including social interaction, tool use, and collaboration, shaped information literacy instruction in Ugandan university libraries. A multi-site qualitative case study was used, and data were collected from 12 librarian interviews and 4 focus groups with 26 undergraduate students. Audio-recorded data were transcribed and thematically analysed with the help of Atlas.TI version 22. Findings show that students' engagement in information literacy activities increased through tool use, social interaction, and collaborative support from librarians. This research offers practical guidance to instructional librarians, designers, and managers at university libraries on designing and delivering information literacy instruction anchored on sociocultural learning theories. The study recommends the need for continuous development of students’ basic IT skills before attending ILI sessions; the importance of addressing the digital divide to ensure access to technology and resources; and collaboration among all stakeholders for effective and sustainable delivery of information literacy instruction for the development of students’ information literacy skills for lifelong learning.