| Summary: | This study aims to investigate the practice of information literacy (IL) teaching and learning in Vietnam’s upper secondary schools. The research employed a mixed-methods multiple case study approach, including three phases of data collection. It started with a paper questionnaire to investigate students’ IL level and their self-assessment of that ability. This was followed by student interviews. The third phase included professional interviews (librarians, teachers, administrators) and an analysis of documents (including educational projects, reports, teachers’ resources and textbooks). An expanded version of the Standards for the 21st-Century Learner (AASL, 2007) which contains four original standards and an additional standard was used as a theoretical framework for the study. A pilot study was conducted at an upper secondary school in Vietnam in order to set up suggestions for the main study. The main study was then carried out in two upper secondary schools. The research indicates that more works need to be done to improve students’ IL, especially information evaluation skill. A number of factors affecting students’ IL were explored, including internal and external factors. Although several reasons were identified to explain the difference of students’ IL scores, the use of technology had no impact on their IL capability. The weakness of students’ IL capability might result from the absence of IL programmes in the schools. The research found that time pressure, teaching method, resource issues and students resulted in the above problem. The study proposed a preliminary IL teaching model for Vietnam’s upper secondary schools. This study has made contributions to both theory and practice. One of the most significant contributions is associated with the study context, because while IL research has been hitherto dominated by English-speaking countries, Vietnam, however, remains underrepresented. Even so, this research remains limitations that need to be addressed in future studies.
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