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Information literacy (IL) has spawned a proliferation of studies in the past two decades. Information literacy is deemed pivotal to the pursuit of both personal empowerment and the eco- nomic development of a society. Most of the contemporary interpretations of information literacy are inextricably intertwined with lifelong learning. In this paper, we will (1) examine the common- alities exhibited among a variety of information literacy frameworks developed in different regions; and to deepen our understanding of school principals' and teachers' perceptions on information lit- eracy framework and its role in learning. The research findings indicate that the practitioners share the view that IL should embrace learning outcomes of the four dimensions of learning: cognitive, meta-cognitive, affective and socio-cultural. Results of this study indicate that the traditional notion of information literacy is inadequate to address the learning needs in the 21st century and a spiral approach to developing students' information literacy is deemed necessary.

Capacity Building for Lifelong Learning: A Study of Practitioners' Perceptions on Information Literacy Framework