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Media and Information Literacy (MIL) is one of the most important issues in today's mediatized world. Under the leadership of UNESCO, many international organizations in the world, as foreign donors, annually announce many projects and grants for the promotion and development of the field of MIL in the countries of the world. One of the main actors of this movement is DW Academy with various media and MIL projects in over 50 countries of the world. This research paper examines the role of DW Akademie's MIL model in shaping a media-savvy generation. The study examines the theoretical underpinnings and practical applications of the DW Akademie's MIL model and analyzes its effectiveness in fostering media literacy skills. The research takes a multifaceted approach, incorporating case studies to assess the model's impact on different demographic groups. The paper also considers the model's alignment with global education policy and proposes recommendations for its integration into broader frameworks. By examining the DW Akademie's MIL model, this research contributes to the ongoing discourse on media literacy education and provides valuable insights for educators, policymakers, and researchers. The findings offer a nuanced understanding of the model's place in cultivating a media-savvy generation capable of navigating the complexities of the information age.

Teachers Pay Teachers (TPT) has emerged as the most popular online educational marketplace of the moment, but exactly how curriculum marketplaces support professional learning and classroom curriculum design is still an emerging area of inquiry in educational research. This paper explores the perspectives of six novice teachers on the supplemental teaching materials available on TPT. Through semi-structured think-aloud interviews, we identified tensions related to teachers' landscapes of practice, institutional mistrust, perceived authoritativeness of TPT sellers, curriculum marketplaces as altruistic platforms, and the affordances and constraints of TPT for managing finite resources. Findings suggest that professionals who work with preservice and in-service teachers must reframe their discussion of curriculum marketplaces toward developing early-career teachers' critical curriculum cultivation practices. Such reframing has the potential to influence how educators make use of online curriculum marketplaces, what resources they download, and how those resources are employed.

This paper addresses the question of how to introduce basic artificial intelligence (AI) literacy skills to learners in higher education. It proposes that a feasible approach is to integrate AI literacy components into existing media and information literacy (MIL) programmes. The paper discusses elements of intersection between the two literacies, such as search techniques, evaluation, and responsible use of information. The author posits that the MIL curriculum needs to be updated by enhancing the intersecting elements and adding new concepts such as AI algorithm literacy, data literacy, AI ethics, and limitations of AI technologies. The author argues that libraries are best poised to take on the role of delivering basic AI literacy. To this end, MIL frameworks need to be reviewed, and librarians will be required to obtain additional skills through AI courses, workshops, and participation in communities of practice. Pioneering libraries such as the FIU Libraries (comprising the Green Library and Hubert Library) in Florida, US, and Massachusetts Library Systems are demonstrating that libraries have the capacity to deliver basic AI literacy to higher education learners. The author has analysed existing attempts at mapping AI literacy to the ACRL "Framework for Information Literacy for Higher Education" and built on these initiatives by mapping suggested new AI literacy-related knowledge practices and dispositions to the relevant frames of the framework. The paper concludes by making a clarion call to librarians to rise to the occasion and revamp existing MIL programs to include basic AI literacy.

This narrative review examines the thematic content and evolution of information literacy textbooks published between 2005 and 2022. Analyzing sixteen textbooks, it explores two themes: the research process and conceptual foundations of information literacy. The research process theme highlights the procedural aspects of conducting library research, delineating the steps from topic selection to presentation. The conceptual foundations of IL theme reveals a discrepancy in how textbooks address the broader conceptual underpinnings of information literacy, particularly the context of a rapidly changing information society. This review highlights the focus on practical skills and the relative lack of discussions on broader contexts in which these skills are applied. The findings suggest a need for textbooks to provide a more comprehensive approach, integrating deeper conceptual understanding and critical awareness of how information systems operate within technological, societal, and political frameworks. This holistic perspective is crucial for preparing learners to navigate contemporary information challenges.

The process of determining whether a source of information is relevant is multidimensional, dynamic, and subjective. This essay puts information science scholarship on relevance, including the process and nature of making relevance judgments, in conversation with models of teaching and learning information literacy. Teaching librarians are encouraged to recognize students' relevance judgments as sites of reflection and instruction. This essay suggests a variety of ways librarians might do this, from re-thinking source evaluation methods to emphasizing the opportunities available at the source selection stage. The process of determining relevance is a practical site of reflective possibility and deserves greater attention in information literacy teaching and learning. Discussing relevance judgments can help students better understand and evaluate sources, reflect on their own and others' perspectives and motivations, and create opportunities to discuss the impact of information systems.

This article presents an exploratory study that examines how 11 first-year writing instructors' conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries' teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors' use and applications of the ACRL Framework increased after the program, showing greater personal engagement as evidenced by more preferential application of frames most relevant to their learning goals. Moreover, instructors integrated those frames more fully into their instructional practices. The authors' analysis of instructor-created artifacts provides a unique lens into disciplinary instructors' conceptualizations of and approaches to information literacy while examining the impact of one path for collaboration and scalability of information literacy integration within a curriculum.

This paper uses six books to investigate the early history of information literacy (IL) teaching to school-aged young people in the UK. The work was inspired by Neil MacGregor's Radio Four programme, "A History of the World in 100 Objects," which explored humankind's development via a series of artefacts. In my project, the items were chosen with a view to demonstrating the diverse ways in which information skills were promoted up to the introduction of the National Curriculum in 1989. All the texts selected offer ideas that could directly improve the independent learning of young people; documents that are less practical, such as reviews of the state of the field at the time, lie outside the project's scope. Although attention is mainly concentrated on the volumes themselves, the profiles of the six works are supported with references to literature that includes other books, reports, articles in professional periodicals and academic papers. My piece concludes by isolating the themes with regard to IL that emerge overall, and looks ahead to some of the changes that would take place in the immediate years to come.

This article synthesised the origin, evolution, current state, and future trends of information literacy (IL) in Latin America. This study employed a quantitative and qualitative review of documents published by Latin American authors to map out IL's development in the region, which was structured around four pivotal moments: 1) "beginnings" (1997-2007), marking the initial phase of IL's introduction and early development in Latin America, characterised by foundational texts and the organisation of critical events that set the stage for IL's growth in the region; 2) "advances-positioning" (2008-2019) pre-pandemic, it reflects a period of significant growth and establishment of IL, with the emergence of digital platforms, the creation of regional declarations, and the integration of IL into educational curricula, indicating a broader acceptance and institutionalisation of IL practices; 3) "main trends" (2020-2023), it focuses on the adaptation and innovation in IL practices influenced by the COVID-19 pandemic, highlighting the shift toward critical thinking, addressing misinformation, and integrating IL with other competencies in response to digital advancements; and 4) "some perspectives" (2024-…), which includes future directions for IL in Latin America, emphasising the need to adapt IL training to new technological realities such as generative artificial intelligence, and proposing IL as a dynamic research area poised for further integration with global educational and societal goals. The article emphasises the necessity of IL's continuous evolution in Latin America, advocating for its adaptation to technological advancements and its critical role in promoting informed citizenship and lifelong learning. Through the lens of these moments, the study offers a comprehensive overview of IL's progression and potential future impact in the region.

This paper proposes a new information literacy (IL) framework, based around mindfulness, that is suited for the contemporary informational environment. This framework results from a weeklong interdisciplinary dialogue among scholars, theorising and incorporating mindfulness as a significant aspect of healthy information seeking and interpretation. Our framework builds on existing IL frameworks but encourages information consumers to recognise their emotional responses and political biases while providing reminders that information always contains political components. By doing so, this framework updates existing IL guidelines to better reflect the current era of rising polarisation and affective media consumption. We present a mindfulness framework for IL that combines mindfulness practices with critical thinking in addressing the emotional impact of mis/disinformation and conspiracy theories on the current information society.

Combating the spread of misinformation is a struggle that has inspired considerable research in the fields of psychology, education, political science, and information science, among others. Such research has found that "prebunking" or "inoculation" techniques--strategies that reduce the acceptance of misinformation before one has encountered it--have had marked success. However, there is little evidence that librarians are deliberately employing inoculation techniques in their information literacy (IL) instruction. Via a quasi-experimental study, this research explores the effect of prebunking techniques in an IL instruction session on undergraduate students' ability to recognise misinformation. The prebunking techniques are delivered through a competitive game called Chaos Creator, based on the Bad News game developed by researchers at Cambridge University. Results of the study show that misinformation inoculation techniques are more effective than the popular source evaluation tool, the CRAP test, in helping students identify misinformation. However, misinformation inoculation techniques can backfire, causing students to become overly sceptical of trustworthy messages.

Increasingly, librarians are encouraged to deliver information literacy sessions that go beyond finding and using traditional scholarly sources. They are asked to cover a wider range of the information ecosystem and develop students' capacity to critically engage with Google and the open web. In this study, we incorporated these learning objectives in an introductory computational thinking course, combining two information literacy pedagogies. For evaluating sources, we used Mike Caulfield's SIFT technique (Stop, Investigate the source, Find better coverage; Trace claims to the original source); for resource discovery, Lane Wilkinson's Information Needs, Types and Qualities lesson. We adapted Wilkinson's worksheet, asked students to apply the SIFT technique to their chosen sources, and added a reflection component where students documented their research process. We conducted a content analysis of the assignment responses and coded evidence of students demonstrating knowledge practices and dispositions of two frames from the "ACRL Framework," Authority is Constructed and Contextual and Searching as Strategic Exploration. Our analysis showed that students responded well to learning the SIFT technique, particularly at investigating sources; furthermore, Wilkinson's pedagogy for source discovery encouraged students to use a wide variety of research tools. The reflection component further revealed evidence of students' research processes and metacognition. We found this unit to be an effective means of assessing these "Framework" concepts, and argue that it can be applied to other topics and disciplines.

This article showcases an instructor-librarian collaborative model for teaching critical information literacy (CIL) skills in a higher education course by incorporating interactive workshops into a sequence of required course assignments. Using an asset-focused design, this assignment sequence allows students to first demonstrate their existing research strategies and then evaluate those strategies during workshop activities, applying the CIL principles they are learning. In this way, the approach recognizes students' existing strengths and builds upon them, while emphasizing self-reflection opportunities and an intentional research focus on diversity, equity, inclusion, and representation. Results from our one-year study are also highlighted. The suggested instructional strategies could be adapted to any course with research-related projects.

Students' readiness to learn politics is an important thing to consider nowadays. By encouraging positive emotions and good intrinsic learning motivation, students can prepare themselves well to learn this discipline. This study examines how self-regulated learning, competence, autonomy, relatedness, positive emotion, and intrinsic learning motivation affect political learning preparation in students. Additionally, information literacy is explored as a moderating variable on the association between positive emotion and political learning readiness, as well as intrinsic learning motivation and political learning readiness. Data were collected from 422 university politics students. Researchers first utilized SPSS to see the distribution of good data, then the SEM model and SmartPLS version 4. The study found no correlation between autonomy and intrinsic learning readiness. Other hypotheses in this study were tested and shown to be beneficial. Testing the interaction model shows that information literacy boosts positive emotions and learning motivation on political learning readiness.

Although many Nigerian universities are making efforts to provide access to digital library resources, the level of utilization of these resources have not been encouraging due to several factors. Information literacy has been identified as a major factor when considering the factors that enhance use of digital resources. In view of this, this study was designed to investigate how "information literacy skills" predict the utilization of digital library resource by university teaching staff. The study was built around two theoretical models, that is, SCONUL's information literacy model, and the Technology Acceptance Model. A correlational research design guided the study. The population consisted of 6,653 teaching staff from six federal universities in Southern, Nigeria, and six hundred and sixty-five (665) persons comprised the sample, proportionately chosen via stratified random sampling. The test instruments designed for this study were: Test tool titled "Skill Test on Information Literacy" (STIL), and a questionnaire titled "Usage of Digital Library Resources" (UDLR). The study used the Kuder-Richardson technique to determine the items' reliability yielding results of 0.77, 0.78, 0.75, 0.64, 0.81, and 0.81 for digital library resources usage. The study used multiple regression analysis for the research question. The findings revealed that in terms of extent, a weak positive relationship exists between the skills of university teaching staff in information literacy and utilization of digital library resources. On the whole, the findings showed a significant correlation between university teaching staff skills in information literacy and utilization of digital resources. It implies that in improving the usage of digital resources by university teaching staff, attention must be focused on their abilities to utilize these resources. It was recommended that librarians should have a strategy for training lecturers on digital skills as part of the overall plan for promoting the usage of digital resources by lecturers.

Digital and information literacy skills are necessary to succeed in today's knowledge economy but for the millions of people in the world without internet access, a frustratingCatch-22 exists: How can they develop digital literacy skills without internet access? When they get access, what good is the internet to them if they don't have the skills to use it productively? One answer is an offline digital library called SolarSPELL. This report from the field describes a series of instructional videos the author created to foster digital and information literacy skills among novice SolarSPELL users.

The task of verifying credible and original information is now more complicated, especially for undergraduate students. This study uses information literacy and discourse analysis to develop English as a foreign language learners' critical reading skills while verifying information on social media. A reading test including false news was used to assess the learners' awareness of the credibility of social media information. Then, they were divided into experimental and control groups. The experimental group was trained in evaluating a set of false news using information literacy and discourse analysis skills. The control group did not receive any training. The experiment was conducted again on both groups. The results show a significant improvement among the experimental group compared to the control group. The findings of this study shed light on the growing need for creating a pedagogical space in English as a foreign language classroom that focuses on raising learners' awareness of information literacy and discourse analysis skills to read with critical perspectives.

Within the past decade, there has been a shift in how our guiding professional documents conceptualise information literacy (IL) - evolving from a skills-based conceptualisation to one emphasising ways of thinking and knowing. This has been both productive and disruptive. Our professional documentation does not provide a framework for making this shift or for scaffolding learning to develop complex and sophisticated ways of thinking and knowing. In this study, we apply Bloom's revised taxonomy for educational objectives to instructor descriptions of IL (n=51) to develop a draft taxonomy that attempts to build a bridge between these two conceptualisations. The data was drawn from a survey that was administered to instructors and instructional support staff immediately preceding their participation in a multi-day teaching professional development workshop related to IL. We believe that this model has implications for how we approach the development of learners' IL with intentionality, both in collaboration with faculty and for our own teaching practices as librarians.

This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place--restricted due to self-consciousness or fear of judgement--and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.

Since the 1980s, the growing consumption of media by various segments of the population has been of concern to education experts, who have warned of the need for teacher training to integrate Media and Information Literacy (MIL) in their curricula. In this article we analyse the curricular plans and teaching guides for subjects related to MIL in Early Childhood Education and Primary Education degrees in Andalusia. Through these documents, we seek to identify the presence of AMI in initial teacher training, its characteristics, potential and limits, as well as the emerging methodologies arising from the relationship between technology and education. In methodological terms, we conducted a quantitative analysis, using simple descriptive statistics, combined with a qualitative analysis, using the principles of content analysis, according to Bardin (1991). The data indicate that training for AMI is very uneven across the universities and courses analysed. Moreover, most of the subjects related to AMI are optional and deal mainly with aspects related to the presence of technology as a support for teaching, with little presence of emerging methodologies, which leads to a marginalisation of aesthetic training and critical training of future teachers for and with the media.

Background: The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. Objective: This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Method: Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Results: Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Conclusion: Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Teaching Implications: Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.

This article reports results of a mixed-methods study following the development of undergraduates' information literacy over three years. Information literacy knowledge and skills in this sample (n = 116) increased with time, as did information literacy attitudes when measured by interest and information literacy's perceived usefulness and importance. Correlations among students' information literacy knowledge, skills, and attitudes also increased with time, implying a progressively stronger integration of the three. Complementary interviews with 13 students revealed that they became more interested in being information literate. Some experienced an identity change as a result of this development, indicating that transformative information literacy learning can occur.

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users' fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students' fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students' MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation.

In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or noncritical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as "the" socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso's (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.

The aim of this study is to contribute to a pragmatic understanding of critical information literacy (CIL) by positioning it as a context-specific interpersonal practice. Using phenomenography to explore how information work is experienced by social workers in social and health care settings, this paper provides an example of critical information practice that can be used to operationalise and activate CIL as a theory and inform approaches to critical pedagogy. CIL as a concept is generally theorised, practiced, and taught in academic contexts, and relatively few examples of how theory can be defined and put into practice outside a classroom setting are available. This study builds on our understanding of CIL by exploring professional information practice and suggests a model for teaching to engage learners in connecting information to action in social systems.

In this paper, the author explores the prospect of, and the rationale for, the "critical workplace information literacy" (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the 'decent work' (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire's critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourseoriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning endeavor. IPILM is an ongoing project and a work in progress that is an adaptable model which may be transferred to disparate fields of teaching and learning or adopted by international communities of instructors.

While significant progress has been made in broadening information literacy's (IL's) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL's models and discourses have failed to acknowledge emotion's fundamentally disruptive nature and have either ignored, repressed, or misrepresented users' emotions. This has resulted in a deeply limited and inaccurate conception of the user's information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL's repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau's Information Search Process and the ACRL's "Framework for Information Literacy for Higher Education." Subsequently, this essay will examine several critical models of librarianship and IL--including Holocaust librarianship and Indigenous conceptions of relationality--in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user's information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.

This paper explored the link between information literacy (IL) and other factors that enable or inhibit the utilisation of research evidence in policymaking in Zimbabwe. The study assumes that if policymakers possess appropriate IL skills to access, assess, synthesise, and apply research evidence, they will naturally use the evidence to inform their policy decisions. Face-to-face interviews with 26 policymakers -- technocrats selected from the Parliament of Zimbabwe and two ministries, Industry and Commerce, and Youth, Sport, and Recreation -- produced evidence to inform the findings and conclusions. Data synthesis using thematic content analysis confirmed the findings. The results show that while IL skills are critical in enabling policymakers' use of research evidence, multiple other factors also influence the use of research evidence in policymaking due to the complexity of the process. The political and socioeconomic context plays a profound role because of the intricate and nonlinear nature of the policymaking process. Therefore, enhancing evidence use in policymaking revolves around strengthening IL skills at the individual level, including institutional and the broader policy ecosystem, by acknowledging and leveraging personal and institutional relationships. This insight illuminates the need to reorient IL programmes to link them to these other factors.

The "critical" element present in many critical information literacy (CIL) studies shows a commitment to the practical challenge of the power structures that shape current information regimes. In this article, we argue that it is necessary to analyse how such power structures, organised under a capitalist social order with neoliberal contours, benefit from disinformation, scientific denialism and class, race and gender oppression. In addition to discussing how philosophical notions of language and postmodern relativism appear in the present time, our main theoretical objective is to highlight some thoughts of Hegel, Marx and Bloch on the notions of dialectics, praxis and concrete utopia, aiming to contribute to strengthen the critical element that names and distinguishes CIL as a field of inquiry in library and information studies.

The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students' learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders' perceptions, (4) considering academic disciplines' information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation.

The 21st century has been riven by information challenges, from mis/disinformation campaigns, fake news, and propaganda to online conspiracy theories. At a time when more people are literate than perhaps at any other time in history, we still see the rise and viral global spread of unhinged conspiracy theories across the web. The existence of such crowd-sourced conspiracy theories presents unique challenges for scholars and teachers of information literacy (IL), who face intractable challenges in inculcating healthy information practices. This is especially visible when we compare current IL frameworks with principles espoused within these conspiratorial movements. The online conspiracy theory QAnon demonstrates a particularly thorny problem for IL efforts because QAnon operates according to many of the same principles espoused in literacy frameworks. Since its inception in 2017, QAnon has become one of the most complex online conspiracy theories precisely because it relies on a complex set of informational practices enacted by thousands of followers known as anons. In this article, I argue that internet conspiracies such as QAnon weaponise IL through incitement to "do your own research". I apply a qualitative approach to compare established principles advocated by the Association of College and Research Libraries (ACRL) to social media posts by Q and his anons to demonstrate the striking similarity in orientation toward questions of authority, context, literacy and research. In my analysis, we need new models for IL to combat conspiracism through a better understanding of the political contours of information ecosystems precisely because these similarities preclude effective engagement, and I conclude by gesturing toward future interventions.

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students' initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

Given the inadequate empirical research on teachers' information literacy, this study examined Chinese university foreign language teachers' information literacy and explored factors that influence their information literacy. Analyses of data collected through questionnaires suggested university Chinese foreign language teachers perceived positively in their information literacy and among the five dimensions of information literacy, information ethics achieved the highest score, followed by information attitude, information awareness, information knowledge, and information competence. The results from the structural equation modeling (SEM) analysis indicated that Chinese foreign language teachers' information literacy was significantly associated with their perceptions of digital nativity and technology training effectiveness, but the impact of fatigue on information literacy did not reach a significant level. Digital nativity significantly influenced teachers' perceptions of technology training effectiveness. The research model explained 63% of the variance of information literacy. This study highlighted the importance of digital nativity and effective technology training to improve teachers' information literacy and adoption of technology in foreign language teaching.

This study was designed to inform the renaming of a credit-bearing information literacy course. Researchers surveyed librarians to gather existing information literacy course titles. They also surveyed and held focus groups with students to learn what students consider when choosing electives, to understand how well the researchers' current information literacy course title fits the course content, and to procure suggestions for a new title. Findings indicate that course titles are one of many elements that students look at when selecting courses. Some librarian and student participants indicated that the term information literacy may not be familiar to most students, but that wording is often used in information literacy course titles. Librarians can use the results of this study to create course titles that are descriptive of course content and that appeal to students.

In an era of information explosion, improving information literacy for academical innovation is essential for postgraduate students. However, the majority of these students lack information literacy knowledge, and even a few lack access to related courses. To improve the ratio and level of the information literacy of postgraduate students, we design a novel framework for general information literacy. It consists of four parts, namely, teaching process, methods, abilities, and applications. The methods part of the framework includes questionnaire, intensive teaching, embedded pedagogy, and free sharing. They provide support for the teaching process and abilities improvement. Notably, postgraduate students' abilities are expected to be enhanced, namely, learning (using search engines to enhance search quotient), academic research (conducting literature search, analysis, and assessment), and innovation (evaluating innovation and managing information). These abilities are applicable to academic research, internship, and academic competitions, among others. Moreover, we design a questionnaire to evaluate the effectiveness of the proposed framework. The statistical results demonstrate that the information literacy of postgraduate students maintained an upward trend, and the course was evaluated with a high level of satisfaction.

The curricular integration of Media and Information Literacy (MIL) is crucial for cultivating informed, critical, and engaged citizens in contemporary society. It assists in addressing the challenges of the digital era and capitalizing on the opportunities presented by the ever-changing media landscape. Thus, the present systematic literature review uses the PRISMA guidelines to examine three dimensions in the process of integration of Media and Information Literacy (MIL) in the prescribed curriculum: formulation, implementation, and evaluation and challenges. Starting with the search criteria, 131 studies were found in the Web of Science, Scopus, ERIC, Dialnet and Google Scholar databases, published between January, 2013, and March, 2023, written in English, Spanish, Portuguese, and Turkish. The findings suggest that the will of the political sphere and the activism of the triad composed by passionate teachers, civil society, and academia, are key factors for promoting the introduction of MIL in formal education. Likewise, it is underlined that the evaluation of this education policy requires special attention, in order to guarantee the analysis of its reach, effectiveness, and capacity to adapt against the challenges that emerge in the media ecosystem. Thus, the intention is to provide up-to-date information for the creation of policies, research studies, and curricular content on this subject.

This paper shares the results of semi-structured interviews with 30 community college librarians who have instruction duties. The interviews explored these librarians' perceptions of students' information literacy (IL) strengths and weaknesses as well as their views of students' self-perceptions. Participants believe that students are confident in their ability to find information and are proficient in using technology to find information. Participants consider students' overconfidence to be an IL weakness along with: not understanding the research process; being overwhelmed by information; and, in some cases, having poor reading comprehension skills. Views are mixed as to whether students' IL skills vary based on their program of study.

Academic librarians deliver information literacy instruction (ILI) to students, engage with a range of stakeholders, and work in a range of learning environments that are continually changing. While past research has focused on the perceptions of librarians regarding their role in ILI, this has not been a significant focus of research in the Australian higher education context. This study set out to explore the perceptions of six practising academic librarians at a regional Australian university, seeking to understand their perceptions of information literacy (IL), their role in ILI and the challenges they face in this role. The participants did not have a consensus on the nature of IL, despite having a clear definition from the institution. Librarians felt they had both an educative and supportive role and that they brought expertise and authority to ILI. Librarians note­­d that their ILI supported the broader function of the university to meet internal policies and external regulatory requirements. Librarians suggested that an integrated approach to ILI at the institution would improve librarians' agency in supporting students. The analysis of the findings led to the development of a model for the delivery of effective ILI for this institution. The findings of this study contribute to the existing body of IL research by (a) giving voice to the views of academic librarians working in a regional Australian university, and (b) highlighting the challenges that academic librarians face when delivering ILI at their institution.

Informed by relationality and reciprocity, Indigenous librarians who teach play a key role in creating learning opportunities for students to gain information literacy (IL) skills and become better users and creators of information. Through unstructured interviews with seven Indigenous librarians, we find that Indigenous identity and ways of knowing based on relationality and reciprocity are key components shaping the pedagogy of Indigenous librarians, as it informs the ways they enact accountability, build relationships, set boundaries, and practice care. Through this work, we offer a definition of Indigenous information literacy, which is the ability to use information and create or gain knowledge, while practicing the Indigenous concepts of relationality, reciprocity, and respect. This work lays the groundwork for further explorations of relationality, kinship, and Indigenous ways of knowing in information literacy and Indigenous librarianship.

This exploratory mixed-methods study investigates faculty perceptions of information literacy (IL), its instruction, and librarian collaboration teaching IL since the adoption of the ACRL "Framework for Information Literacy for Higher Education" at the authors' institution. Many previous studies examining these questions were completed when the ACRL "Information Literacy Competency Standards for Higher Education" was the guiding document for the profession. Like earlier studies, findings from this study clearly demonstrate that faculty value IL and that collaborations occur in differing and inconsistent forms. However, at the authors' institution, there is a misalignment between faculty and librarians in what IL is and what it encompasses, including the amount of overlap between critical thinking skills and IL. The data indicates a discrepancy between the value faculty place on IL and the instructional interventions supporting student IL skill development. The authors discuss the implications of these findings in their local context.

Wider visibility of information literacy (IL) outside of the library and information science (LIS) field is important to the success of IL instruction, learning, and research. The development and major updates of several information literacy documents in the past decade evidence the changing landscape of IL research, but how these changes have impacted other disciplines remains to be seen. To aid in this discussion, this article examines a wide range of higher education teaching journals to expand on Badke's (2011) work, "Why Information Literacy is Invisible." Specifically, this study examines articles published in 30 general higher education and 32 disciplinary higher education journals between 2012 and 2022. Although there is a notable increase in the discussion of IL within higher education and non-LIS disciplines journals, there is a gap in references to the five major information literacy documents, supporting Badke's notion that some LIS work remains underrepresented in the broader academic literature.

Information literacy (IL) open learning object repositories (LORs) provide a space for librarians to find and exchange instruction resources and lessons. Given many librarians enter the workforce with little or no formal training or educational opportunities to learn about pedagogy, these repositories are indispensable resources to the Library and Information Science field. This study explored the contents of two popular IL LORs, Project Cora and the Association of College and Research Libraries Framework for Information Literacy Sandbox, to uncover how users engage with the resources and how the repositories differ. This study's findings suggest that while resources within the LORs are being used, yearly submissions have stagnated. Intentional assessment of disciplinary and information literacy concept gaps, followed by targeted calls for resources, may improve and increase engagement with the repositories as communities of practice.

Neoliberal capitalism's demands for efficiency and innovation have greatly impacted North American academic libraries and the work conducted in them, including information literacy instruction. The divisive forces of neoliberalism must be met with resistance, and libraries hold the potential for generating an information literacy praxis where learners engage information with a critical consciousness instead of a consumerist one. Using library labor conditions and the contradictions between innovation and student learning as focal points, we argue that academic library workers should seek to center attention to inequities and injustices in the information economy and scholarly information systems in their instruction, identify shared issues within their workplaces to organize around, and build coalitions outside libraries to transform what is possible for academic labor and student learning alike.

The graphic edition of Snyder's "On Tyranny" (2021) states "truth dies in four modes," which is a contemporary synthesis connected to Klemperer's "Language of the Third Reich" (1957). The researchers connected these four modes to information literacy (IL) instruction - but would others? The researchers surveyed academic librarians engaged in IL instruction on whether they felt they addressed any of the modes in their work. The researchers also asked whether they believe the ACRL "Framework for Information Literacy for Higher Education" works to circumvent any of the four modes. Nearly 150 librarians responded and, while most respondents were unfamiliar with the two texts referenced and their thoughts were mixed, many saw their work and the "Framework" as antagonistically related to Mode 1 (Open Hostility to Verifiable Reality). This paper discusses survey results and their implications for better understanding of how academic librarians engaged in IL instruction view their work in a socio-political context.

Frequently, information literacy instruction takes the form of a one-shot library session with minimal collaboration between librarians and teaching faculty. To offer an alternative to this model, librarians implemented the Information Literacy Mini-Grant; an incentivized program inviting teaching faculty to collaborate with librarians to redesign an assignment to integrate information literacy into their course. Following the semester-long collaboration, teaching faculty provided written feedback and participated in a panel discussion to share their experiences with the program. This case study examines teaching faculty's perceptions of collaborating with librarians in the pilot year of the program. Teaching faculty's feedback provided insights into their perceptions of librarians, their thoughts regarding librarians' unique expertise as pedagogical partners, and the challenges of collaborations. This case study considers the successes and challenges of the program and provides recommendations for future faculty-librarian collaborations that position librarians as partners in student learning.

This article describes the development and validation of the Information Literacy Reflection Tool (ILRT), a metacognitive self-assessment for use with undergraduate researchers. It was developed as a teaching and learning tool with the intent to help students recognize and engage the metacognitive domain as a step toward developing personal agency and self-regulation as lifelong, metaliterate learners. Throughout the scale development, three studies were conducted with nine expert reviewers and 44 community college students to consider content and face validity and 542 community college students as part of an item-reduction and construct validation effort. The resulting scale is most appropriately construed through a bifactor model and is made up of 57 items comprising a strong information literacy general factor and six specific factors modestly aligning with each of the threshold concepts outlined in the ACRL "Framework for Information Literacy for Higher Education." As a part of the ongoing development of this instrument, work is needed to more fully assess reliability and validity.

First-generation college students (FGCS) in engineering bring a wealth of knowledge to their academic and social experiences in higher education, in contrast to deficit-based narratives that students are underprepared. By listening to FGCS' own experiences navigating higher education and using information literacy in their project-based work, librarians and educators can better understand students' funds of knowledge, social capital, and identities, as well as the institutional barriers that must be removed. This paper shares interview findings with (n = 11) FGCS and suggests implications for professional practice that are relevant to information literacy for design, project-based, or practitioner focused disciplines.