Bridging the digital divide: Integrating information literacy instruction to empower distance learners – a five-year systematic literature review (2020–2025)
DOI:
https://doi.org/10.51867/ajernet.7.1.2Keywords:
Digital Divide, Distance Learners, Embedded Librarianship, Higher Education, Information Literacy, Systematic Literature ReviewAbstract
The rapid expansion of digital and distance learning modalities has intensified the need for robust information literacy (IL) competencies among higher education students. This 5-year systematic literature review (2020–2025) synthesises 87 peer-reviewed studies to explore how IL instruction can bridge the digital divide and empower distance learners. Findings reveal that distance learners face critical challenges in advanced information search, evaluation, and academic use of digital content. Enablers of IL success include embedded librarianship, scaffolded IL instruction, inquiry-based learning, and discipline-specific IL integration. On the contrary, constraints relate to limited IL policies, weak faculty–librarian collaboration, poor ICT infrastructure, and low learner self-efficacy. The review concludes that integrating IL instruction into distance learning curricula is essential for learner empowerment, academic success, and lifelong learning. The study recommends institutional IL policies, structured collaborations, improved ICT resources, and sustained assessment frameworks to enhance IL outcomes in digital learning environments. Finally, a conceptual model for integrating IL into distance education is proposed, illustrating how inputs, processes, outputs, and learner outcomes interact to reduce the digital divide among learners and leading to enhanced quality of distance education.
Downloads
References
Abbas, K., & Mutula, S. (2023). Bridging knowledge gaps through embedded librarianship practices in Nigerian universities. Mousaion: South African Journal of Information Studies, 40(4), 1-16. https://doi.org/10.25159/2663-659X/10460 DOI: https://doi.org/10.25159/2663-659X/10460
Alabi, A. O. (2018). Bridging the great divide: Librarian-faculty collaboration in selected higher institutions in Lagos State Nigeria. The Journal of Academic Librarianship, 44(4), 459-467. https://doi.org/10.1016/j.acalib.2018.05.004 DOI: https://doi.org/10.1016/j.acalib.2018.05.004
Anchunda, H. Y., & Kaewurai, W. (2025). An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers' teamwork and collaborative problem-solving competence. Social Sciences & Humanities Open, 11, Article 101480. https://doi.org/10.1016/j.ssaho.2025.101480 DOI: https://doi.org/10.1016/j.ssaho.2025.101480
Association of College and Research Libraries. (2016). Framework for information literacy for higher education. https://www.ala.org/acrl/standards/ilframework
Barber, L. D., & Anderson, P. J. (2025). Understanding first-year university student information seeking through the theory of planned behaviour: A transnational perspective. The Journal of Academic Librarianship, 51(5), Article 103096. https://doi.org/10.1016/j.acalib.2025.103096 DOI: https://doi.org/10.1016/j.acalib.2025.103096
Beem, R. van, & Becker, P. (2015). Embedded librarianship and blended learning: An enhancing combination to increase effectiveness of information literacy training. IASL Annual Conference Proceedings, 425-435.
https://doi.org/10.29173/iasl7508 DOI: https://doi.org/10.29173/iasl7508
Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377. https://doi.org/10.1080/09500690802582241 DOI: https://doi.org/10.1080/09500690802582241
Bielema, C., Crocker, D., Miller, J., Reynolds-Moehrle, J., & Shaw, H. (2005). Faculty and librarian collaborations: A case study and proposal for online learning environments. Research Strategies, 20(4), 334-345.
https://doi.org/10.1016/j.resstr.2006.12.008 DOI: https://doi.org/10.1016/j.resstr.2006.12.008
Bluemle, S. (2023). A close look at the concept of authority in information literacy. Journal of New Librarianship, 8(2), 1-28. https://doi.org/10.33011/newlibs/14/1 DOI: https://doi.org/10.33011/newlibs/14/1
Boztaş, G. D., Berigel, M., Altınay, F., & Altınay, Z. (2025). Learning modalities shaped by digital transformation in distance education: A bibliometric analysis of trends and reflections (2017-2023). Open Praxis, 17(2), 349-362.
https://doi.org/10.55982/openpraxis.17.2.837 DOI: https://doi.org/10.55982/openpraxis.17.2.837
Bramer, W. M., de Jonge, G. B., Rethlefsen, M. L., Mast, F., & Kleijnen, J. (2018). A systematic approach to searching: An efficient and complete method to develop literature searches. Journal of the Medical Library Association, 106(4), 531-541. https://doi.org/10.5195/jmla.2018.283 DOI: https://doi.org/10.5195/jmla.2018.283
Brooks, B. (2022). Building information literacy through interdisciplinary research. Issues in Interdisciplinary Studies, 40(1), 9-25.
Carroll, A. J., Borycz, J., Stephens, N. K., & Lowery, A. R. (2025). Scaffolded information literacy and data literacy instruction within undergraduate science and engineering laboratory courses: A longitudinal assessment. The Journal of Academic Librarianship, 51(5), Article 103124. https://doi.org/10.1016/j.acalib.2025.103124 DOI: https://doi.org/10.1016/j.acalib.2025.103124
Chigbu, U. E., Atiku, S. O., & Du Plessis, C. C. (2023). The science of literature reviews: Searching, identifying, selecting, and synthesising. Publications, 11(1), Article 2. https://doi.org/10.3390/publications11010002 DOI: https://doi.org/10.3390/publications11010002
Coffman, S., Iommi, M., & Morrow, K. (2023). Scaffolding as active learning in nursing education. Teaching and Learning in Nursing, 18(1), 232-237. https://doi.org/10.1016/j.teln.2022.09.012 DOI: https://doi.org/10.1016/j.teln.2022.09.012
Culduz, M. (2024). Benefits and challenges of e-learning, online education, and distance learning. In L. E. Gray & S. D. Dunn (Eds.), Advances in higher education and professional development (pp. 1-27). IGI Global. https://doi.org/10.4018/979-8-3693-4131-5.ch001 DOI: https://doi.org/10.4018/979-8-3693-4131-5.ch001
Daka, K. L., Mwila, C. P. C., Mwanachingwala, T. M., & Mkulama, A. C. (2019). Information literacy levels among students in four selected higher education institutions in Lusaka. Library and Information Association of Zambia Journal, 5(1 & 2), 63-74.
Dekkers, R., Carey, L., & Langhorne, P. (2022). Search strategies for [systematic] literature reviews. In R. Dekkers, L. Carey, & P. Langhorne (Eds.), Making literature reviews work: A multidisciplinary guide to systematic approaches (pp. 145-200). Springer International Publishing. https://doi.org/10.1007/978-3-030-90025-0_5 DOI: https://doi.org/10.1007/978-3-030-90025-0_5
Delmond, A. R., Weber, E. M., & Busch, H. S. (2024). An interdisciplinary assessment of information literacy instruction. The Journal of Academic Librarianship, 50(5), Article 102944. https://doi.org/10.1016/j.acalib.2024.102944 DOI: https://doi.org/10.1016/j.acalib.2024.102944
Eisenberg, M. B., & Berkowitz, R. E. (1990). Information problem solving: The Big Six skills approach to library & information skills instruction. Ablex Publishing Corporation. https://eric.ed.gov/?id=ED330364
Erlinger, A. (2018). Outcomes assessment in undergraduate information literacy instruction: A systematic review. College & Research Libraries, 79(4), 442-469. https://doi.org/10.5860/crl.79.4.442 DOI: https://doi.org/10.5860/crl.79.4.442
Fadeev, A. (2019). Vygotsky's theory of mediation in digital learning environment: Actuality and practice. Punctum: International Journal of Semiotics, 5(1), 24-44.
https://doi.org/10.18680/hss.2019.0004 DOI: https://doi.org/10.18680/hss.2019.0004
Francis, M. (2017). The fun of motivation: Crossing the threshold concepts. Association of College and Research Libraries.
Francisco, C. S., Pedrera, J. R., & Madalina, M. A. C. (2024). Lived experiences of university students with limited internet connectivity in online distance learning. Journal of Interdisciplinary Perspectives, 2(10), 93-109.
https://doi.org/10.69569/jip.2024.0412 DOI: https://doi.org/10.69569/jip.2024.0412
Glazewski, K. D., & Hmelo-Silver, C. E. (2018). Scaffolding and supporting use of information for ambitious learning practices. Information and Learning Sciences, 120(1-2), 39-58. https://doi.org/10.1108/ILS-08-2018-0087 DOI: https://doi.org/10.1108/ILS-08-2018-0087
Godbey, S., Wainscott, S. B., & Goodman, X. (Eds.). (2017). Disciplinary applications of information literacy threshold concepts. Association of College and Research Libraries.
Gusenbauer, M., & Gauster, S. P. (2025). How to search for literature in systematic reviews and meta-analyses: A comprehensive step-by-step guide. Technological Forecasting and Social Change, 212, Article 123833. https://doi.org/10.1016/j.techfore.2024.123833 DOI: https://doi.org/10.1016/j.techfore.2024.123833
Gusriani, M., & Masruri, A. (2023). Keterampilan literasi informasi di era digital berdasarkan model the Big 6. Tik Ilmeu: Jurnal Ilmu Perpustakaan dan Informasi, 7(1), 61-72. https://doi.org/10.29240/tik.v7i1.6128 DOI: https://doi.org/10.29240/tik.v7i1.6128
Hari Rajan, M., Herbert, C., & Polly, P. (2024). Disrupted student engagement and motivation: Observations from online and face-to-face university learning environments. Frontiers in Education, 8(1-7), 1-7.
https://doi.org/10.3389/feduc.2023.1320822 DOI: https://doi.org/10.3389/feduc.2023.1320822
Hofer, A. R., Hanick, S. L., & Townsend, L. (2018). Transforming information literacy instruction: Threshold concepts in theory and practice. Bloomsbury Publishing USA. https://scholar.google.com/scholar?cluster=856244592522055627&hl=en&oi=scholarr
https://doi.org/10.5040/9798216027096 DOI: https://doi.org/10.5040/9798216027096
Hossain, M. A., & Sormunen, E. (2025). Empowering library and information science students as information literacy educators in librarianship professions: A study from Bangladesh. Information and Learning Sciences, 126(5/6), 315-334. https://doi.org/10.1108/ILS-07-2024-0077 DOI: https://doi.org/10.1108/ILS-07-2024-0077
Inuwa, S., & Abrizah, A. (2018). Embedded librarianship in research in Nigerian universities: Practices and sources of practice knowledge. The Journal of Academic Librarianship, 44(6), 738-746. https://doi.org/10.1016/j.acalib.2018.10.002 DOI: https://doi.org/10.1016/j.acalib.2018.10.002
Kong, Y. (2021). The role of experiential learning on students' motivation and classroom engagement. Frontiers in Psychology, 12, Article 771272. https://doi.org/10.3389/fpsyg.2021.771272 DOI: https://doi.org/10.3389/fpsyg.2021.771272
Kumar, S., & Heathcock, K. (2016). Information literacy support for online students in higher education. In Professional development and workplace learning: Concepts, methodologies, tools, and applications (pp. 1380-1396). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-4666-8632-8.ch075 DOI: https://doi.org/10.4018/978-1-4666-8632-8.ch075
Lange, C., Gorbunova, A., Shmeleva, E., & Costley, J. (2023). The relationship between instructional scaffolding strategies and maintained situational interest. Interactive Learning Environments, 31(10), 6640-6651.
https://doi.org/10.1080/10494820.2022.2042314 DOI: https://doi.org/10.1080/10494820.2022.2042314
Leek, J., Rojek, M., Dobińska, G., & Kosiorek, M. (2024). Navigating the power of time in classroom practices: Teachers' and students' perspectives. Educational Review, 0(0), 1-23. https://doi.org/10.1080/00131911.2024.2438878 DOI: https://doi.org/10.1080/00131911.2024.2438878
Limberg, L., Sundin, O., & Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT: Journal for Information Technology Studies as a Human Science, 11(2), 93-130. https://humanit.hb.se/article/view/69
Lisbon, S. P., & Wiley, M. (Eds.). (2025). Teaching information literacy by discipline: Using and creating adaptations of the framework. Association of College & Research Libraries. https://www.indigo.ca/en-ca/teaching-information-literacy-by-discipline-using-and-creating-adaptations-of-the-framework/9798892555616.html
Makondo, F. N. S., Kanyengo, C. W., & Kakana, F. (2018). Online search behaviour of University of Zambia Library and Information Studies students. Library Hi Tech, 36(4), 720-732. https://doi.org/10.1108/LHT-03-2017-0058 DOI: https://doi.org/10.1108/LHT-03-2017-0058
Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. Enhancing Teaching-Learning Environments in Undergraduate Courses Project, Occasional Report 4, 1-12.
Miller, K., Kaufmann, K. F., & Trnka, R. E. (2023). Measuring outcomes: Information literacy instruction assessment in a cross-institutional study. The Journal of Academic Librarianship, 49(6), Article 102796. https://doi.org/10.1016/j.acalib.2023.102796 DOI: https://doi.org/10.1016/j.acalib.2023.102796
Moraleja, M. P., & Pereja, A. (2022). Online distance learning barriers and their implication in the delivery of instruction in the new normal. International Journal of Educational Management and Development Studies, 3(3), 195-212.
https://doi.org/10.53378/352919 DOI: https://doi.org/10.53378/352919
Mwiiyale, J. M., Hamutumwa, N. U., & Shatona, M. N. (2025). Exploring students' views on information literacy skills training in higher education. The Reference Librarian, 66(1-2), 30-47. https://doi.org/10.1080/02763877.2025.2481088 DOI: https://doi.org/10.1080/02763877.2025.2481088
O'Neill, B. (2021). Authority is constructed and contextual: Empowering students to navigate privilege in academic publishing. College & Research Libraries News, 82(11), 502. https://doi.org/10.5860/crln.82.11.502 DOI: https://doi.org/10.5860/crln.82.11.502
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Prajveen, V. D., Debaroti, D., & Sanghasri, M. (2024). Impact of limited internet connectivity on online learning outcome of students. 2024 5th International Conference on Innovative Trends in Information Technology (ICITIIT), 1-6. https://doi.org/10.1109/ICITIIT61487.2024.10580570 DOI: https://doi.org/10.1109/ICITIIT61487.2024.10580570
Prestridge, S., Forbes, D., & Wang, Y. (2025). What impacts learning at a distance. Distance Education, 46(2), 131-133. https://doi.org/10.1080/01587919.2025.2500105 DOI: https://doi.org/10.1080/01587919.2025.2500105
Rinne, N. (2016). Is authority always constructed and contextual? A classical challenge to the framework for information literacy. The Christian Librarian, 59(2). https://doi.org/10.55221/2572-7478.1091 DOI: https://doi.org/10.55221/2572-7478.1091
Roa González, J., Sánchez Sánchez, N., Seoane Pujol, I., & Díaz Palencia, J. L. (2025). Challenges and perspectives in the evolution of distance and online education towards higher technological environments. Cogent Education, 12(1), Article 2447168. https://doi.org/10.1080/2331186X.2024.2447168 DOI: https://doi.org/10.1080/2331186X.2024.2447168
Rose, J. (2025). How to critically evaluate information sources. SAGE Publications Ltd. https://doi.org/10.4135/9781036223373 DOI: https://doi.org/10.4135/9781036223373
Rumjaun, A., & Narod, F. (2020). Social learning theory-Albert Bandura. In B. Akpan & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory (pp. 85-99). Springer International Publishing. https://doi.org/10.1007/978-3-030-43620-9_7 DOI: https://doi.org/10.1007/978-3-030-43620-9_7
Scharrer, L., Thomm, E., Stadtler, M., & Bromme, R. (2025). What makes sources credible? How source features shape evaluation of scientific information. The Journal of Experimental Education, 0(0), 1-24. https://doi.org/10.1080/00220973.2025.2477719 DOI: https://doi.org/10.1080/00220973.2025.2477719
Singun, A. J. (2025). Unveiling the barriers to digital transformation in higher education institutions: A systematic literature review. Discover Education, 4(1), Article 37. https://doi.org/10.1007/s44217-025-00430-9 DOI: https://doi.org/10.1007/s44217-025-00430-9
Sohrabi, C., Franchi, T., Mathew, G., Kerwan, A., Nicola, M., Griffin, M., Agha, M., & Agha, R. (2021). PRISMA 2020 statement: What's new and the importance of reporting guidelines. International Journal of Surgery, 88, Article 105918. https://doi.org/10.1016/j.ijsu.2021.105918 DOI: https://doi.org/10.1016/j.ijsu.2021.105918
Svensson, T., Wilk, J., & Gustafsson Åman, K. (2022). Information literacy skills and learning gaps-Students' experiences and teachers' perceptions in interdisciplinary environmental science. The Journal of Academic Librarianship, 48(1), Article 102465. https://doi.org/10.1016/j.acalib.2021.102465 DOI: https://doi.org/10.1016/j.acalib.2021.102465
Symolka, L., Dreisiebner, S., & Griesbaum, J. (2022). How to measure information literacy? An evaluation based on expert interviews. In S. Kurbanoğlu, S. Špiranec, Y. Ünal, J. Boustany, & D. Kos (Eds.), Information literacy in a post-truth era (pp. 516-528). Springer International Publishing. https://doi.org/10.1007/978-3-030-99885-1_43 DOI: https://doi.org/10.1007/978-3-030-99885-1_43
Townsend, L., Brunetti, K., & Hofer, A. (2011). Threshold concepts and information literacy. Portal: Libraries and the Academy, 11(3), 853-869.
https://doi.org/10.1353/pla.2011.0030
Townsend, L., Brunetti, K., & Hofer, A. (2011). Threshold concepts and information literacy. Portal: Libraries and the Academy, 11(3), 853-869. https://doi.org/10.1353/pla.2011.0030 DOI: https://doi.org/10.1353/pla.2011.0030
Tshuma, T., & Chigada, J. (2018). Analysing information literacy practices at selected academic libraries in Zimbabwe. SA Journal of Information Management, 20(1), Article 976. https://doi.org/10.4102/sajim.v20i1.976 DOI: https://doi.org/10.4102/sajim.v20i1.976
Vyas, P. R., & Parmar, K. G. (2021). Towards the sustainable development goal: Concept of green library and green information literacy. Towards Excellence, 13(2), 675-682. https://doi.org/10.37867/TE130253 DOI: https://doi.org/10.37867/TE130253
Zakharova, N., Frumina, S., Lobuteva, L., & Alwaely, S. (2024). The specifics of integrating distance learning technologies with traditional classroom instruction: How to design educational curricula in modern education? Heliyon, 10(20), Article e38740. https://doi.org/10.1016/j.heliyon.2024.e38740 DOI: https://doi.org/10.1016/j.heliyon.2024.e38740
Zamiri, M., & Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), Article 231. https://doi.org/10.3390/admsci14090231 DOI: https://doi.org/10.3390/admsci14090231
Zhu, S., Sun, Z., Wu, D., Yu, L., & Yang, H. (2020a). Conceptual assessment framework of students' information literacy: An evidence-centered design approach. 2020 International Symposium on Educational Technology (ISET), 238-242. https://doi.org/10.1109/ISET49818.2020.00059
Zhu, S., Sun, Z., Wu, D., Yu, L., & Yang, H. (2020b). Conceptual assessment framework of students' information literacy: An evidence-centered design approach. 2020 International Symposium on Educational Technology (ISET), 238-242. https://doi.org/10.1109/ISET49818.2020.00059 DOI: https://doi.org/10.1109/ISET49818.2020.00059
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, Article 1562391. https://doi.org/10.3389/feduc.2025.1562391 DOI: https://doi.org/10.3389/feduc.2025.1562391
Zuo, M., Kong, S., Ma, Y., Hu, Y., & Xiao, M. (2023). The effects of using scaffolding in online learning: A meta-analysis. Education Sciences, 13(7), Article 705. https://doi.org/10.3390/educsci13070705 DOI: https://doi.org/10.3390/educsci13070705
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Francina N.S. Makondo, Christine Wamunyima Kanyengo, Francis Simui
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
