Edinburgh Napier University

  This paper presents findings from a scoping review of academic literature reporting on information literacy (IL) impact. It is intended to deliver considerations towards a framework for impactful IL interventions, including development of parameters to guide impact assessments. The study employed a systematic review methodology combining automatic and manual filtering elements. From an initial set of 6177 candidates, a longlist (170 items) for possible inclusion in the detailed review was developed and classified in three dimensions: geography, context and method of study. From this, a final sample of 26 items was evaluated, resulting in the identification of eight key components of impactful IL interventions. A dominance of research in the education and library context carried out in Europe is noted.