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This chapter addresses questions related to the complex relationships between information, data, and human beings, frequently treated as the foundation of information and data ecologies. We focus on issues that have varied interfaces with literacies, but are not literacies in the proper sense of the word. The first part of this chapter focuses on openness, reproducibility, credibility, and sharing of digital data. Attention is given to research data’s Findability, Accessibility, Interoperability, and Reuse. There is also a short discussion of the relationship between research data and copyright. In the second part, data journals and data papers are targeted, and attention is paid to the problems of measuring and evaluating research data. The third part touches on varied issues, such as possible coauthorships between librarians and researchers, research data management, reputation management, information and data overload, posttruth phenomena and the influence of posttruth, as well as the deluge of publications related to the COVID-19 pandemic.

The views on Library 2.0 seem to be changing. Celebration was followed by disillusion. Opinions are not always that extreme, rather several authors enumerate the upsides and downsides of the situation caused by the prevalence of social media, not forgetting about the price that we have to pay for it. Besides this, some blogs seem to be changing from evanescence to qualitative contents. This reminds us that we have to be careful not to draw premature conclusions, neither extremely pessimistic, nor overly optimistic ones.

Information literacy (IL) has undergone changes throughout its history in order to accommodate the new realities within which IL is conceptualized, researched, or put into action. The variety of different factors that have contributed to the transformations of IL may be analyzed on theoretical and practical levels. In this chapter, both levels of transformation in IL will be discussed: the practical, which entails the evolution from bibliographic instruction and traditional conceptualizations of user education and library instruction of IL, and the theoretical level, which refers to the changing perspectives and frameworks in education and information/library science. We will argue that shifts in information environments and ecologies lie at the heart of transformations on both levels, and that they figure prominently in the re-examination of themes and issues prioritized in IL.

The key topic of digital research data raises a multitude of issues: big data, data sharing, data quality, data management, data curation, data citation, data literacy. This chapter addresses questions related to the definition of these concepts, to the frameworks constructed for a better understanding and treatment of the different phenomena, as well as ethical considerations. The potential of libraries and information professionals in fulfilling data-related activities is outlined, together with the associated requirements of them.

This chapter discusses how Research 2.0 came into existence and how it developed into a leading paradigm of our era. This requires an outline of the socio-technical changes brought about by the development and widespread use of information and communications technologies, based on computers and leading to the appearance of social media. There is no one who would deny that researchers are central figures in research, so their skills and abilities will be briefly examined. Research 2.0 is closely connected to the idea of open science that will be described, giving especial attention to its main constituent that is open access. Open science also comprises the data-intensive paradigm of scientific research, which we consider in detail. A wider uptake of Research 2.0 is inhibited by a number of the factors of scholarly communication, so we will enumerate them.

As the title suggests, this chapter describes the nature of information literacy. First, we examine some of its definitions, relevant declarations, and frameworks, and then put it into the context of new literacies. A number of other contexts follow this: reading and writing, the relationship to culture, and the turns of library and information science. We also give a picture of related literacies, such as digital literacy, media literacy, academic literacy, and a number of others. Lastly, we pay attention to such “borderline” fields of information literacy as information overload and personal information management.