Abstract
Information literacy (IL) received much attention from researchers and practitioners in recent years. However, an understanding of IL in the educational context of Vietnam is limited. Therefore, this project employs a mixed-method approach to investigate the practice of IL teaching and learning in Vietnamese upper secondary schools. The study uses an expanded version of Standards for the 21st-Century Learner devised by the American Association of School Librarians (AASL) as a tool for measuring current IL capabilities amongst students, as well as examining IL teaching and learning activities in two upper secondary schools in the country. The IL assessment indicates that improving students’ IL capability is necessary. Additionally, reasons for different IL results and the practice of IL teaching and learning were explored.
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