Title: Understanding K-12 students' information literacy in informal learning environments: a literature review

Authors: Sha Zhu; Di Wu; Harrison Yang; Yang Li; Jason MacLeod

Addresses: National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China ' National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China ' Department of Curriculum and Instruction, State University of New York, Oswego, New York, USA; National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China ' National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China ' D'Youville College, Buffalo, New York, USA

Abstract: Information literacy has long been considered as a set of decontextualised skills from behaviourist perspective, or as a learning process from the constructivist perspective. With both conceptualisations, information literacy research has primarily emphasised formal learning environments. This literature review relies upon socio-cultural theory to expand understanding of K-12 students' information literacy within the under-represented perspective of informal learning environments, such as homes, public properties, and online spaces. Guided by the research questions, the inclusion and exclusion criteria were identified to select the related literatures for review. The literature review shows that K-12 students engage in a range of digital meaning-making practices in informal learning environments. It is recommended that the evaluation standards and approaches for students' information literacy should be changed, and a collaborative relationship should be established among schools, families, and the communities for promoting information literacy.

Keywords: K-12 students; information literacy; informal learning environments; socio-cultural perspective; family spaces; public places; online places.

DOI: 10.1504/IJIL.2020.107611

International Journal of Innovation and Learning, 2020 Vol.27 No.4, pp.432 - 449

Received: 22 Dec 2018
Accepted: 25 Mar 2019
Published online: 02 Jun 2020 *

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