This article draws on a 2006-2007 research about information literacy in university students. Current definitions about information literacy are presented, drawing on contributions by the American College and Research Library – ACRL and the California State University – CSU. A complementary historical and social standpoint about information literacy is also introduced (Ferreira & Dudziak, 2004). These perspectives are the basis to build a renewed concept about information literacy framed within principles of Discursive Semiotics (Fontanille, 2001; Greimas, 1989). An analytical structure of the concept is proposed, tested and exemplified with a case study.