General inclusion and exclusion criteria
| Criterion | Included | Excluded |
|---|---|---|
| Literacy focus | Works dealing specifically with IL as the primary subject Works on other literacies included if they address both IL and other literacies equally (e.g. media and information literacy) | Works focusing solely on other literacies (e.g. digital literacy alone) without sufficient IL coverage |
| Conceptual/theoretical scope | Conceptual, theoretical, philosophical discussions Foundational theories (including educational/learning theories) relevant to IL | Technological, practical, policy, infrastructural, or resource-based issues (e.g. challenges or constraints) unlinked to a theoretical or conceptual exploration specific to IL |
| Models and frameworks | Conceptual, theoretical, or philosophical IL models Institutional or national IL frameworks and guidelines | Curriculum, instructional, pedagogical, learning, collaboration, library service, implementation, or measurement models; educational or instructional tools |
| Educational components | Theories or philosophical approaches underlying IL instruction (e.g. cognitive psychological models, constructivist learning theories) | Curriculum design, instructional frameworks, teaching methods, pedagogical strategies, or purely educational/instructional models (including library-school collaboration) |
| Review articles | Original studies cited within a review are included if they meet IL relevance criteria (These are reviewed during snowballing) | Book reviews and meta-reviews themselves |
| Methodology/Perspective | Research methodologies (e.g. grounded theory, phenomenography) Conceptual, theoretical, or philosophical perspectives | Instructional methods, stakeholder perspectives (e.g. students, teachers) unless accompanied by theoretical analysis |
| Language | English-language literature | Non-English literature |
| Criterion | Included | Excluded |
|---|---|---|
| Literacy focus | Works dealing specifically with IL as the primary subject | Works focusing solely on other literacies (e.g. digital literacy alone) without sufficient IL coverage |
| Conceptual/theoretical scope | Conceptual, theoretical, philosophical discussions | Technological, practical, policy, infrastructural, or resource-based issues (e.g. challenges or constraints) unlinked to a theoretical or conceptual exploration specific to IL |
| Models and frameworks | Conceptual, theoretical, or philosophical IL models | Curriculum, instructional, pedagogical, learning, collaboration, library service, implementation, or measurement models; educational or instructional tools |
| Educational components | Theories or philosophical approaches underlying IL instruction (e.g. cognitive psychological models, constructivist learning theories) | Curriculum design, instructional frameworks, teaching methods, pedagogical strategies, or purely educational/instructional models (including library-school collaboration) |
| Review articles | Original studies cited within a review are included if they meet IL relevance criteria (These are reviewed during snowballing) | Book reviews and meta-reviews themselves |
| Methodology/Perspective | Research methodologies (e.g. grounded theory, phenomenography) | Instructional methods, stakeholder perspectives (e.g. students, teachers) unless accompanied by theoretical analysis |
| Language | English-language literature | Non-English literature |
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