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 economic 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 commonalities 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 literacy 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.