Investigating Information Literacy Frameworks and Models from the Perspective of Marginalised Communities

Acquisition of information literacy (IL) skills is useful for creators and users of information. Learning IL skills can benefit individuals who are the least empowered to engage with sophisticated systems to access information. This study investigates key IL frameworks and models, for reference to the skills needed to save and re-find analogue information, and to recommend the best approach for communities who have limited access to information and would benefit from saving information that they may need again. A critique of existing IL frameworks and models from the perspective of accessibility and the sustainability of information content for marginalised communities is reported. This study spans the period 1975-2023, investigating IL frameworks and models approaches to the management and preservation of non-digital, or user-created, written documents. Existing IL frameworks and models were found to be inadequate as they did not include any processes for analogue documents. This finding has wide-ranging implications for future IL frameworks, for if they include strategies for analogue information, or develop separate IL frameworks for such contexts, it has the potential to help various underserved communities across the world. The findings could enhance IL teaching, practice and application in society beyond the education sector.