Abstract
This study conducted page count and content analyses to clarify the actual state of descriptions related to information literacy in approved textbooks for junior high school Technology and Home Economics (Technology domain). Results from Analysis 1 suggested that, among the four domains of the Technology domain, “D Information Technology” contained significantly more descriptions related to information literacy compared to the other three domains. Specifically, it became clear that learning aimed at understanding information ethics and information security relies heavily on “D Information Technology,” suggesting these skills may not be adequately developed in the other three domains. Furthermore, Analysis 2 revealed that the development of information literacy is based on different foundational content within each of the four domains of Technology. Based on these results, it is necessary to design curricula that will enable the comprehensive development of information literacy across all four domains of Technology in the future.
