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.