The world of education has been revolutionary since the past three decades. Ranging from research on how people learn, to the studies on how teaching could and should be provided (Hase & Kenyon, 2013), education will continue to adapt to the growing needs of the societies. Over the years, it has been viewed from the pedagogical perspective of the relationship between the educator (teacher, lecturer and instructor) and the learner (student). It is always a linear and sequential process of learning in the way that the educator is in full control to decide on what the learner need to know, and certainly, how the knowledge and skills should be taught. Most recently, as dynamism and flexibility of the 21st century is connected to the emerging digital and social media era, and as immeasurable information flows directly to the fingertips of everyone, it gives a huge impact to teaching and learning, as well as to the growth of complex workplace needs. Hence, the 21st century learners need to acquire new skills, knowledge and methods of learning, aligned with living and working demands in a complex information environment (Kulhthau, 2010). This somehow indicates that learners should be imposed to information and digital literacy to help them enhancing their ability, in knowing how to learn, and to make them capable of continuing lifelong learning.