Integrating information literacy teaching methods with subject-content curricula to develop prospective biology teacher students' abilities is still problematic. This quasi-experimental research, with a nonrandomized pretest-posttest control group design, intends to compare the influences of challenge-based learning (CBL), problem-based learning (PBL), and problem-solving through classroom discussion (PCD) -- as the control -- in improving information literacy. This study involved 183 students from three classes of freshmen and three sophomores in the biology education program. The results showed that CBL significantly improved students' information literacy compared to PBL and PCD across five indicators: 1) identifying the required information, 2) attaining the required information effectively and efficiently, 3) critically evaluating information and its sources, 4) effectively using the information to achieve goals, and 5) considering the ethical and legal aspects of information use. This work has revealed that CBL needs to be developed intensively in higher education to prompt students' information literacy.