Purpose/Thesis: This paper identifies the most important theoretical issues and frameworks that may serve as a basis for models of teaching information literacy.Approach/Methods: The paper reviews relevant subject literature published between 1990s and the present to outline the disciplinary context of information literacy in order to identify concepts that might be used to model teaching of information literacy.Results and conclusions: In the light of convergences and overlaps between different literacies, this paper considers various pedagogic approaches – phenomenographic, sociocultural, and discourse analytical, to combine them with the cognitive approach to information literacy. The literature review shows that all these approaches might contribute to a theoretical foundation of information literacy across different age groups and on different levels of education.Originality/Value: Teaching information literacy is examined from a cross-disciplinary perspective with a focus on information science and pedagogy.

The main characteristic of pedagogical situations is that targeted, planned and organized developmental activities are ongoing, in order to accomplish the personality of the educated person. Pedagogical situations are developing activities, characterized by their direct or indirect educational effect due to their subject-specific and problem-specific, communication-embedded nature or communication. Pedagogical situations are developing activities that are characterized by the fact that they communicate directly or indirectly by subject-specific and problem-specific communication. Therefore, the communicative context in which the personality development activity takes place cannot be indifferent to pedagogy. Each developing activity has a communicational context, and in fact, communication is the main effect of personality development. Therefore, the examination of pedagogical communication is a fundamental task of pedagogy: the awareness, development and application of pedagogical communication frameworks and possibilities are the minimum conditions of pedagogical effect and personality development. This study applies a specific communication theory to interpret the context of pedagogical communication.