This study aimed to collect input for the definition of a conceptual framework of digital competence for information literacy to be developed in the context of doctoral programs in Education. A systematic literature review methodology was adopted, and several steps were developed that included: preliminary readings and initial mapping, which allowed to define the search terms and expressions; the definition of inclusion and exclusion criteria; the research in databases and aggregators; the pre-selection of articles; and the selection of the corpus of analysis, which included seven articles published in scientific journals with peer review. The studies are mainly focused on information literacy. The two concepts are addressed simultaneously in only three articles. Digital competence is related to the mastery of digital tools, namely to search for information in databases or to define alert strategies. We infer that this competence seems to be closer to more operative concepts, such as digital skills. Information literacy requires the effective use of information involving information search, selection, evaluation and communication. We conclude that it is necessary to cross-reference and triangulate existing studies in order to define the digital competences for information literacy that doctoral students in Education should develop. This is the object of an ongoing doctoral project.