Abstract

The purpose of this study is to examine how the content components of information literacy textbooks develop and is to find implications for improving of textbook publication. Three kinds of information literacy textbooks were published sequentially over time. The content components of ｢Information and media｣(1996) and ｢Library and information skills｣(2011) are processed by filament structure and ｢Information and library｣(2002) has a topic-driven project activity. Generally, a small lesson unit of the textbook consisted of three components (learning goals, learning contents, learning activities) and each component in the unit have to make semantic close relationships. However, in some information literacy textbooks, there are cases that the semantic relationship between goals, contents, and activities are cut off. This disconnection cases can be a fatal drawback for the reliability of textbooks, so sufficient attention is needed to develop information literacy textbooks later.