• Digital and information literacies are treated as integrated, multimodal competencies central to learning in the information age, not mere skill lists. These works argue for a redefined literacy that spans information resources, media, and classroom practice in a digital culture [1], [16], [5], [18], [11], [19], [14].

• Literacy is conceptualized as situated social practice spanning home, community, and school, with 'funds of knowledge' and Discourse shaping how students navigate academic and everyday literacies. This cross-context lens appears in New Times, Third Space work, and local-context critiques of autonomous models [10], [20], [2], [9], [3], [13].

• Literacy is understood as critical, culturally aware practice that foregrounds marginalized groups, gender and youth cultures, and resistance narratives. Studies examine hidden literacies, popular culture repertoires, and adolescent literacies as legitimate forms of knowledge [8], [4], [7], [12], [6].

• Bridging approaches connect out-of-school literacies with classroom pedagogy, foregrounding community, media, and everyday literacies in instructional design and teacher education [13], [7], [19], [15].