信息素养教育政策的制定事关我国信息化、现代化人才培育工作，对其政策发展过程进行整体把握，有利于未来信息素养教育政策的完善与深化。改革开放以来，我国信息素养教育政策发展历程可以划分为探索期、初步形成期、全面发展期与深化创新期四个阶段。文章基于历史制度主义的分析框架，归纳其政策变迁类型，并识别其中制度、利益、理念三种变量对信息素养教育政策变迁的动力作用。由此得出，我国信息素养教育政策在变迁过程中不存在明显的路径依赖效应，引发制度变迁的关键节点实际上是社会主体受教育权的一次深化机会。

The formulation of information literacy education policy is related to the cultivation of informatization and modernization talents in China, and an overall grasp of its policy development process is conducive to the improvement and deepening of information literacy education policy in the future. Since the reform and opening up, the development of China's information literacy education policy can be divided into four stages: the exploration period, the initial formation period, the comprehensive development period, and the deepening innovation period. Based on the analytical framework of historical institutionalism, this paper summaries the types of policy changes and identify the role of the three variables of institution, interests, and concepts on the dynamics of information literacy education policy changes. As a result, it is concluded that there is no obvious path-dependence effect in the process of information literacy education policy change in China, and the key point that triggers the system change is an opportunity to deepen the right to education of social subjects.