Toward a conceptual framework on mobile information literacy in higher education

Abstract

Objective: There has been limited exploration of the relationship between information literacy and mobile learning, especially in the emerging research area of mobile information literacy in higher education. Method: A literature search focused on the convergence of information literacy and mobile learning. Using ATLAS. ti 24 software, qualitative content analysis was carried out through systematic and interpretive approaches, emphasizing the frequency and co-occurrence of various categorized themes. Results: Four key categories: educational, informational, situational, and technological. The educational includes themes related to learning, higher education, students, mobile learning, assessment, and academic disciplines. The informational encompasses themes such as information literacy, the information literacy framework, competencies in information literacy, and mobile information literacy. The situational focuses on themes associated with universities, academic libraries, and stakeholder collaboration. Lastly, the technological highlights mobile technology, mobile devices, and connectivity. These themes form the basis of our proposed conceptual framework for mobile information literacy. Its main components are information literacy and mobile learning. Supporting themes are the framework and competencies related to information literacy, mobile technology, and mobile devices. Structural elements encompass themes such as higher education, learning, disciplines, learning communities, universities, libraries, collaboration, and connectivity. Conclusion: This is an open, flexible, and feedback-driven framework