A literature review on the information literacy competency among scholars of co-education colleges and women’s colleges

Abstract

This literature review investigates information literacy competency (ILC) among scholars in coeducational and women’s colleges, exploring the disparities, influencing factors, and educational impacts within these distinct academic settings. Information literacy, a critical skill for navigating the digital era, empowers students to evaluate, access, and utilize information effectively. This review synthesizes findings from diverse studies, comparing ILC levels between scholars in coeducational and women’s colleges and considering variables such as academic discipline, institutional resources, and the pedagogical environment. Research indicates that while coeducational institutions provide a broader range of resources and peer interactions, women’s colleges often emphasize collaborative and inclusive pedagogies that may enhance ILC. However, disparities in competency levels persist due to variations in information literacy training and institutional support structures. This review identifies key areas where ILC training could be improved, particularly through targeted interventions tailored to the needs of each educational setting. The findings underscore the need for comprehensive information literacy programs to equip scholars with essential competencies, ultimately fostering academic success and lifelong learning across diverse educational contexts.