[目的/意义] 从整体上阐释国际信息素养发展脉络，为国内发展提供参考。[方法/过程] 以SCI、SSCI数据库中主题为信息素养的文献作为统计源，采用文献计量学方法进行分析，对分析结果中概念型文献进行重点解读。[结果/结论] 根据信息环境、信息技术、信息素养内涵、内容框架、教育理念与实践，信息素养发展历程从时序演变角度可分为1970s、1980s、1990s-2004年、2004年-今四个阶段，第一代信息素养与第二代信息素养两大范式。其中第二代信息素养将语境从教育领域拓展到工作领域和日常生活领域，以社会建构主义和关联主义为指导，在内涵上从一系列个人技能延伸到包含认知、元认知、情感、态度等多因素的协作社会实践；在教育内容方面，从资源维、技术维、行为维、过程维拓展到更加强调过程维、交流维与信息素养阈概念。
[Purpose/significance] This paper aims to explain the development of international information literacy and provides reference for domestic development. [Method/process] Based on the literature in SCI、SSCI with the subject of information literacy, this paper used bibliometric method for analysis, and focused on the conceptual literatures in the analysis results. [Result/conclusion] The information literacy development process is divided into 4 stages(1970s,1980s,1990s-2004,2004-present),and two paradigms(information literacy1.0 and information literacy2.0) according to information landscape, technology, information literacy connotation, framework, educational philosophy and practice chronologically. Guided by social constructivism and connectivism, information literacy2.0 extends the context from education to work and daily life, and extends from a set of individual skills to collaborative social practice including cognitive, metacognitive, emotional, attitude factors and so on. In higher education, information literacy education expands from source approach, technical approach, behavioral approach, process approach to more emphasis on process approach, communication approach and threshold concepts.
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