Information literacy: factors and impact on college students from a systematic review
DOI:
https://doi.org/10.5281/zenodo.15454626Keywords:
information literacy, teachers, university studentsAbstract
The present study aimed to conduct a systematic review focused on information literacy, with an emphasis on three fundamental aspects: the methodology used in research on this topic, the impact of this competency on the academic performance of university students, and the factors that influence its development within this context. To this end, an exhaustive search was conducted in the Scopus database, covering the period 2008–2025. Using the PRISMA method, 81 articles were initially selected, of which 19 were chosen for the final analysis. The results show a predominance of studies with a quantitative approach, while qualitative and mixed approaches represent a smaller percentage. The most commonly used techniques for data collection were surveys and interviews. It was also found that students who develop information literacy significantly improve their academic performance, strengthening critical skills essential for academic work and research, and fostering autonomy. Furthermore, it was identified that the use of information literacy from an interdisciplinary perspective is still limited. Among the factors that influence its development are academic, technological, social, emotional, and cognitive aspects. However, the need to implement comprehensive and collaborative approaches to enhance its development is highlighted. Finally, it is concluded that it is essential to incorporate information literacy across the curriculum and in the teaching practices of university courses in order to promote its effective and sustained application.
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