Information literacy and the common framework for teachers’ digital competence: a systematic review

Abstract

The development of digital teaching competence is an essential requirement of the teaching-educational process and of teachers’ professional development. In various studies published in prestigious journals, this competence has been analyzed from different perspectives. For example, studies have included a range of definitions, indicators, and dimensions, but the importance of the use of digital information and information literacy in teachers often tend to be highlighted. However, published systematic reviews lack an analysis related to this object of study. Therefore, this research was undertaken to conduct a systematic review to analyze the current state of the study of information and information literacy in teaching digital competence. The PRISMA protocol was applied, and 19 articles were selected. In the results obtained, it is highlighted that the least studied competence is the evaluation of information, data and digital content. The storage and retrieval of information, data and digital content competence, although it is studied with a focus on the importance of managing information in activities guided by the teacher (independent study, exercises, etc.), the way in which these are activities carried out is not described or specified. There is also no precise reference to actions related to the storage and retrieval of information.