Monitoring the Elements of Information Literacy Framework for Higher Education in the High-Level Higher Education Documents of Iran

 This study aimed to monitor information literacy components in the high-level higher education documents of Iranian universities and analyze the results with the elements of the information literacy framework for higher education This qualitative study was based on theoretical analyses. The research population consisted of four high-level higher education documents in Iran and the information literacy framework for higher education. The study used a checklist based on Gal's technique and qualitative and directed content analysis in NVivo. A total of 99 themes related to information literacy components were identified in the high-level documents. Based on the information literacy framework elements, these themes were classified into four categories (knowledge implementation, manifestation and reflection, self-evaluation, and possible evaluations) and two sub-categories (knowledge actions and attitudinal actions). Themes related to manifestation and reflection received the highest attention (frequency 35.35%), while the themes about self-evaluation received the least attention (frequency 13.13%) in the studied documents. The Document on the comprehensive scientific map in Iran had the most themes (n=51) related to the elements of the information literacy framework. Despite the significance of information literacy skills training to the academic community at the global level, the constructive role of these skills in empowering the audience has not received the attention it deserves in Iran's high-level higher education documents. The results of this monitoring can motivate more severe attention and explicit inclusion of the elements of the information literacy framework in Iran's high-level higher education documents. The outcome will be developing and implementing continuous programs for information literacy skills training in universities and empowering audiences based on new international guidelines and frameworks.