This study maps and synthesises global studies on information literacy (IL) development strategies and interventions in Senior High Schools (SHSs) to inform a context-sensitive framework for strengthening IL education in Ghana.
Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and the population–concept–context (PCC) framework, literature searches were conducted in Scopus, Education Resources Information Center and Google Scholar for studies published between 2006 and 2026. Following rigorous screening procedures, 87 peer-reviewed studies were included and analysed thematically.
The review revealed four dominant IL implementation strategies, namely: technology-mediated approaches, curriculum integration, training-based interventions and library-based instruction. Key barriers to effective IL implementation included limited information and communication technology infrastructure, low teacher capacity, curriculum overload, inadequate library resources and weak institutional and policy support. Drawing from the synthesised evidence, the study proposes a seven-pillar framework for strengthening IL in Ghanaian SHSs, emphasising curriculum integration, teacher capacity building, librarian involvement, institutional collaboration, assessment and sustainability.
The review was limited to English-language peer-reviewed publications, which may have excluded relevant studies published in other languages.
The findings provide practical guidance for policymakers, educators, librarians and school administrators seeking to strengthen IL competencies in SHSs. The proposed framework offers flexible and scalable recommendations that schools can adapt using existing institutional resources while advocating for broader systemic support.
The study proposed seven-pillar framework provides a context-sensitive and adaptable model that bridges the gap between global best practices and implementation realities in low-resource educational environments.
