Toward an algerian framework for information literacy competencies in higher education: a comparative approach drawing on international models

Abstract

This article addresses the absence of a structured national information literacy framework for Algerian higher education, despite the existence of advanced international, foreign national, and Arab/regional models. Drawing on a comparative approach and systematic documentary analysis, the study identifies a shared core of competencies centered on the information cycle, academic searching, critical source evaluation, and digital ethics. It also highlights key divergences shaped by linguistic, pedagogical, and institutional contexts, and differentiates between