Journal of Information Literacy
type: channel
description: The Journal of Information Literacy (JIL) publishes innovative and challenging research articles and project reports that push the boundaries of information literacy thinking in theory, practice and method, and which aim to develop deep and critical understandings of the role, contribution and impact of information literacies in everyday health, education and workplace contexts. Articles within JIL are from both internationally renowned authors and library professionals who teach or undertake research into information literacy. JIL is published twice a year in December and June. Additional special themed issues are also possible and the editor welcomes suggestions. Please see our About page for specific information about the scope of the journal and our journal policies.
publisher: CILIP Information Literacy Group
language: en
publication name: Journal of Information Literacy
issn: 1750-5968
items: LILAC 2025
items: Watchful eyes
items: What does it mean to be information literate for an autistic librarian in the academic library workplace?
items: Book review of Merga, M. 2023. Creating a reading culture in primary and secondary schools.
items: Information preservation, a neglected component of information literacy
items: Book review of Hinton, E. G., and Young, L. M. (Eds.). 2019. Framing health care instruction: An information literacy handbook for the health sciences.
items: Book review of Julien, H., Gross, M., and Latham, D. (Eds.). 2020. The information literacy framework: Case studies of successful implementation.
items: Integrating information literacy in multicultural education: the "Pyxida" example
items: A mindfulness-based information literacy framework for the current information environment
items: Chaos creator
items: Cultivating critical information evaluation through motivational confidence
items: Already invested or absolutely incandescent?
items: Book review of Medaille, A. 2024. The librarian’s guide to learning theory: Practical applications in library settings
items: Three shots are better than one
items: LILAC 2024
items: Past, present and future of information literacy in Latin America
items: Book review of Snipes, G., Karo, M., Faulkner, A. E., & Reiter, L. (Eds.) 2022. Teaching business information literacy
items: The early development of information literacy instruction for young people as revealed by six volumes
items: Integrating basic artificial intelligence literacy with media and information literacy in higher education
items: Book Review of Reale, M. 2018. The indispensable academic librarian: Teaching and collaborating for change
items: “It is a skill everybody needs to learn”
items: Lancaster University Library Schools Engagement
items: Happy anniversary!
items: Book review of Hicks, A., Lloyd, A., and Pilerot, O. (Eds.). 2024. Information literacy through theory

LILAC 2025
type: item
subject: Conference updates
  topic: section
subject: LILAC
  topic: keywords
subject: librarians
  topic: keywords
subject: information literacy
  topic: keywords
creator: Marette Hickford Hickford
rights: Copyright (c) 2025 Mary Hickford https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 104
ending page: 108
doi: 10.11645/19.1.745

LILAC 2025
type: item
subject: Conference updates
  topic: section
subject: LILAC
  topic: keywords
subject: librarians
  topic: keywords
subject: information literacy
  topic: keywords
creator: Kerrianne Orriss
rights: Copyright (c) 2025 Kerrianne Orriss https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 100
ending page: 103
doi: 10.11645/19.1.744

Watchful eyes
type: item
subject: Editorial
  topic: section
creator: Alison Hicks
rights: Copyright (c) 2025 Alison Hicks https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 1
ending page: 3
doi: 10.11645/19.1.743

LILAC 2025
type: item
subject: Conference updates
  topic: section
subject: LILAC
  topic: keywords
subject: librarians
  topic: keywords
subject: information literacy
  topic: keywords
creator: Karl Weis-Fogh
rights: Copyright (c) 2025 Karl Weis-Fogh https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 96
ending page: 99
doi: 10.11645/19.1.741

LILAC 2025
type: item
subject: Conference updates
  topic: section
subject: LILAC
  topic: keywords
subject: information literacy
  topic: keywords
subject: librarians
  topic: keywords
creator: Maria King
rights: Copyright (c) 2025 Maria King https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 92
ending page: 95
doi: 10.11645/19.1.740

What does it mean to be information literate for an autistic librarian in the academic library workplace?
type: item
description: This study centres on the experiences of autistic librarians in academic library workplaces, delving into how they become information literate—an intricate process influenced by social, epistemic, and physical modalities. Through a qualitative approach combining survey responses from 43 participants and detailed interviews with two autistic librarians, the research sheds light on the conscious, active labour often required to interpret social expectations, navigate sensory inputs, and engage with explicit knowledge. The findings highlight the unique, often hidden, efforts autistic librarians invest in their roles, bringing to the forefront the micro-decisions and strategies they employ daily. This research bridges the fields of IL and neurodiversity, broadening our understanding of workplace inclusivity. By giving voice to autistic librarians and drawing attention to their lived realities, the study invites reflection and action toward creating work environments that not only accommodate but celebrate neurodiverse talents.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: neurodiversity
  topic: keywords
subject: accessibility
  topic: keywords
subject: information behaviour
  topic: keywords
subject: workplace learning
  topic: keywords
subject: information literacy
  topic: keywords
creator: Amelia Haire
rights: Copyright (c) 2025 Amelia Haire https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 27
ending page: 47
doi: 10.11645/19.1.723

Book review of Merga, M. 2023. Creating a reading culture in primary and secondary schools.
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
creator: Ciara Murray
rights: Copyright (c) 2025 Ciara Murray https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 114
ending page: 115
doi: 10.11645/19.1.713

Information preservation, a neglected component of information literacy
type: item
description: The issue of information literacy (IL) in contexts where people do not have easy access to libraries and to sources of information has not received much attention in IL research. In particular, rural areas in developing countries where there are no public libraries and travelling to town to access information is arduous and time-consuming need a different approach to IL than what is recommended for societies served by public libraries. This article reports on the findings from 52 semi-structured interviews conducted in January 2023 with villagers in two remote and marginalised areas of Bangladesh where an Information and Communication Technologies for Development (ICT4D) project had been conducted in 2016-2019. The findings presented in this paper are based on a thematic analysis of the interview transcripts with a particular focus on the interrelationships between IL and information preservation. The interviews revealed an improvement in IL among the participants in the ICT4D project, as well as among those who had not participated in the project, but had benefited from it indirectly, particularly in relation to preserving information that is useful to them. The authors argue that an important component of IL programmes in marginalised rural communities should be information preservation literacy, that is an awareness of and the skills to keep information that can be useful later on.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: Bangladesh
  topic: keywords
subject: information access
  topic: keywords
subject: information literacy
  topic: keywords
subject: information preservation
  topic: keywords
subject: marginalised communities
  topic: keywords
creator: Viviane Frings-Hessami
creator: Lisa Kruesi
rights: Copyright (c) 2025 Viviane Frings-Hessami, Lisa Kruesi https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 4
ending page: 26
doi: 10.11645/19.1.706

Book review of Hinton, E. G., and Young, L. M. (Eds.). 2019. Framing health care instruction: An information literacy handbook for the health sciences.
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
creator: Isobel Eddyshaw
rights: Copyright (c) 2025 Isobel Eddyshaw https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 112
ending page: 113
doi: 10.11645/19.1.704

Book review of Julien, H., Gross, M., and Latham, D. (Eds.). 2020. The information literacy framework: Case studies of successful implementation.
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
creator: Abdulkader Abdulkader
rights: Copyright (c) 2025 Abdulkader Abdulkader https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 109
ending page: 111
doi: 10.11645/19.1.705

Integrating information literacy in multicultural education: the "Pyxida" example
type: item
description: Like other European nations, Greece has experienced a substantial influx of refugees, immigrants, and migrants in recent years. Primary schools, secondary schools, and libraries serve as information centres that can play a critical role in the socio-economic integration of these populations. This is achievable through collaborative information literacy (IL) programmes involving teachers and librarians, focusing on multicultural education. IL plays a vital role in empowering migrants and refugees, as it not only enhances their academic success but also equips them with the skills necessary to integrate into new communities and make informed decisions. In this context, this article discusses the implementation of an IL programme for immigrant and refugee children of the Intercultural Center “Pyxida”. The two-month programme aimed to integrate IL into Greek literature lessons using the Big6Skills model. It aimed to improve students’ Greek language abilities, assess their educational levels, and promote critical thinking. In collaboration with Pyxida’s coordinators, the librarian facilitated lessons that included grammar and syntax exercises, dictation, comprehension questions, paraphrasing tasks, and debates. The research question that arises is whether the collaboration between coordinators and librarians could empower cognitive skills of displaced students through the implementation of an IL course. The results indicate that students improved their critical thinking skills and expressed a desire for the programme’s continuation. The findings suggest that IL programmes can be effectively integrated into multicultural education, particularly benefiting immigrant and refugee students in terms of social inclusion.
subject: Project reports
  topic: section
subject: critical thinking
  topic: keywords
subject: information literacy
  topic: keywords
subject: multicultural education
  topic: keywords
subject: secondary education
  topic: keywords
subject: collaboration
  topic: keywords
subject: immigrant and refugee integration
  topic: keywords
subject: information literacy model
  topic: keywords
subject: teacher librarian
  topic: keywords
creator: Georgia Katsira
creator: Alexandros Koulouris
creator: Dimitris Kouis
creator: Eftichia Vraimaki
rights: Copyright (c) 2025 Georgia Katsira, Professor Alexandros Koulouris, Professor Dimitris Kouis, Professor Eftichia Vraimaki https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 83
ending page: 91
doi: 10.11645/19.1.702

A mindfulness-based information literacy framework for the current information environment
type: item
description: 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.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: conspiracy theories
  topic: keywords
subject: disinformation
  topic: keywords
subject: information literacy
  topic: keywords
subject: media literacy
  topic: keywords
subject: mindfulness
  topic: keywords
subject: misinformation
  topic: keywords
creator: Matthew N. Hannah
creator: Jennifer Hoewe
creator: Hanna Sistek
creator: Taeik Kim
creator: Dan Goldwasser
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 37
ending page: 55
doi: 10.11645/18.2.636

Chaos creator
type: item
description: 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.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: inoculation
  topic: keywords
subject: information literacy
  topic: keywords
subject: library instruction
  topic: keywords
subject: misinformation
  topic: keywords
subject: prebunking
  topic: keywords
creator: Mandi Goodsett
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 56
ending page: 86
doi: 10.11645/18.2.13

Cultivating critical information evaluation through motivational confidence
type: item
description: From checklists, to processes, to models, information literacy (IL) instructors have sought to better teach students how to evaluate the information they encounter, increasingly through critical information literacy (CIL) pedagogies. CIL engages high-impact pedagogical practices as students direct their learning through dialogue and problem-posing, but there are persistent barriers to implementing CIL pedagogies at scale. Drawing from motivational design can empower librarians to advance CIL and empower students to critically evaluate information. Although many evaluation pedagogies employ general motivational strategies, there is a gap in the literature exploring the application of one specific component of motivation: confidence. This conceptual and exploratory study aims to: 1) determine the connections between motivational design and IL pedagogy, specifically related to confidence-building strategies and critical approaches to evaluating information; and 2) map the integration of confidence-building design and CIL practices to provide suggestions for practical application. The researchers employ a crosswalk analysis to demonstrate how IL instructors can overcome barriers to implement CIL instructional practices through confidence-building design that illuminates students’ abilities to learn and make a meaningful impact. In taking a confidence-building, critical focus to designing evaluation instruction, IL instructors reframe information evaluation as a participatory place for critical questioning, exploration, creative expression, and dialogue.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: critical information literacy
  topic: keywords
subject: pedagogy
  topic: keywords
subject: information literacy
  topic: keywords
subject: instructional design
  topic: keywords
subject: source evaluation
  topic: keywords
creator: Victoria Dawkins
creator: Samantha LeGrand
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 87
ending page: 107
doi: 10.11645/18.2.644

Already invested or absolutely incandescent?
type: item
subject: Editorial
  topic: section
creator: Alison Hicks
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 1
ending page: 5
doi: 10.11645/18.2.679

Book review of Medaille, A. 2024. The librarian’s guide to learning theory: Practical applications in library settings
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
subject: information literacy
  topic: keywords
subject: pedagogy
  topic: keywords
subject: teaching
  topic: keywords
subject: book review
  topic: keywords
creator: Maria Preshaw
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 179
ending page: 180
doi: 10.11645/18.2.680

Three shots are better than one
type: item
description: In an attempt to expand Information Literacy (IL) instruction beyond the one-shot, the Thompson Rivers University (TRU) Library established the English Library Instruction Pilot (ELIP) in 2023-2024. Students involved in the project participated in a series of three tutorials. The outcomes of the tutorials were aligned to both their Introduction to Academic Writing (English 1100) class and the ACRL Framework for Information Literacy. In experimenting with the new model, we asked the following questions: Did the ELIP programme help students succeed in their associated English 1100 courses? Does more integrated instruction aid in relationship-building between the library and the TRU community? How can we improve our instruction practices to better meet student needs? This paper discusses the formation of the programme, the results from our evaluation of it, and reflects on future directions and improvements. Through an examination of student assignments, a faculty feedback survey, and reflective journaling of librarian instructors, we conclude that the programme helped students complete the outcomes of their associated English 1100 class. It also contributed to relationship-building between the library and the university community and helped significantly improve existing teaching practices and materials in the library. The ELIP programme is unique in its departure from both the one-shot and credit course IL models, and we hope that our reflections will encourage other librarians to reflect and experiment with their instructional spaces.
subject: Project reports
  topic: section
subject: academic libraries
  topic: keywords
subject: assessment
  topic: keywords
subject: Canada
  topic: keywords
subject: critical information literacy
  topic: keywords
subject: information literacy
  topic: keywords
subject: information literacy education
  topic: keywords
subject: information literacy model
  topic: keywords
creator: Amy McLay Paterson
creator: Benjamin Mitchell
creator: Stirling Prentice
creator: Elizabeth Rennie
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 140
ending page: 168
doi: 10.11645/18.2.651

LILAC 2024
type: item
subject: Conference updates
  topic: section
subject: information literacy
  topic: keywords
subject: librarians
  topic: keywords
subject: LILAC
  topic: keywords
creator: Ryan Woodward
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 173
ending page: 178
doi: 10.11645/18.2.615

Past, present and future of information literacy in Latin America
type: item
description: 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.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: Latin America
  topic: keywords
subject: information literacy
  topic: keywords
subject: COVID-19
  topic: keywords
subject: generative artificial intelligence
  topic: keywords
subject: information and communication technologies
  topic: keywords
subject: lifelong learning
  topic: keywords
subject: professional development
  topic: keywords
creator: Alejandro Uribe-Tirado
creator: Juan D. Machin-Mastromatteo
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 6
ending page: 36
doi: 10.11645/18.2.632

Book review of Snipes, G., Karo, M., Faulkner, A. E., & Reiter, L. (Eds.) 2022. Teaching business information literacy
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
subject: book review
  topic: keywords
subject: business
  topic: keywords
subject: information literacy
  topic: keywords
subject: teaching methods
  topic: keywords
creator: Erica Lopez
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 184
ending page: 185
doi: 10.11645/18.2.609

The early development of information literacy instruction for young people as revealed by six volumes
type: item
description: 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.
subject: Project reports
  topic: section
subject: enquiry-based learning
  topic: keywords
subject: independent learning
  topic: keywords
subject: information literacy
  topic: keywords
subject: school libraries
  topic: keywords
subject: student research
  topic: keywords
subject: user education
  topic: keywords
creator: Andrew Shenton
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 108
ending page: 121
doi: 10.11645/18.2.647

LILAC 2024
type: item
subject: Conference updates
  topic: section
subject: information literacy
  topic: keywords
subject: librarians
  topic: keywords
subject: LILAC
  topic: keywords
creator: Chidinma Onwuchekwa Ogba
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 169
ending page: 172
doi: 10.11645/18.2.616

Integrating basic artificial intelligence literacy with media and information literacy in higher education
type: item
description: 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.
subject: Project reports
  topic: section
subject: artificial intelligence
  topic: keywords
subject: information literacy
  topic: keywords
subject: information literacy model
  topic: keywords
subject: media literacy
  topic: keywords
creator: Miriam Wanjiku Ndungu
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 122
ending page: 139
doi: 10.11645/18.2.641

Book Review of Reale, M. 2018. The indispensable academic librarian: Teaching and collaborating for change
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
subject: information literacy
  topic: keywords
subject: academic libraries
  topic: keywords
subject: higher education
  topic: keywords
subject: book review
  topic: keywords
creator: Maryam Ali
rights: Copyright (c) 2024 http://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-03
publication date: 2024-12-03
starting page: 181
ending page: 183
doi: 10.11645/18.2.673

“It is a skill everybody needs to learn”
type: item
description: There is limited research available that investigates current information literacy (IL) needs of Australian secondary school students and teachers from the perspective of teacher librarians. This phenomenological research responds to this problem by exploring the perspectives of Australian secondary teacher librarians regarding the changing information landscape and its effects on supporting IL for students and teachers— “a skill everybody needs to learn” as our participant Mrs. M. highlighted. Data included from interviews with 19 secondary teacher librarians with varying years of teaching experience in different types of schools from across the country. Findings suggest the overwhelming amount of information available means users must develop better evaluation and selection skills in addition to an understanding of the differences among information sources like search engines, social media, and AI. The teacher librarians described similar issues for students and teachers, both struggling to keep up with the rate of changes and unaware of their knowledge gaps. At the same time, the shifting and expanding information environment presents opportunities for deeper discussion and engagement around issues like information ethics and copyright as well as the development of creative and critical thinking skills. This research contributes to a clearer understanding of the needs of secondary students and teachers as information users and demonstrates the diverse approaches teacher librarians employ to foster IL amid a rapidly shifting and unprecedented information context.
subject: Research articles (peer-reviewed articles)
  topic: section
subject: Australia
  topic: keywords
subject: school libraries
  topic: keywords
subject: phenomenology
  topic: keywords
subject: teacher librarian
  topic: keywords
subject: teaching
  topic: keywords
subject: information literacy
  topic: keywords
creator: Kasey Garrison
creator: Kay Oddone
rights: Copyright (c) 2025 Kasey Garrison, Kay Oddone https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 48
ending page: 68
doi: 10.11645/19.1.657

Lancaster University Library Schools Engagement
type: item
description: This report discusses the findings of Lancaster University Library’s Schools Engagement Project, delivered in partnership with the Widening Participation Advisory Group (WPAG). The project used information literacy (IL) as a vehicle to develop a programme of support for students studying the Extended Project Qualification (EPQ). Researchers worked with three colleges in the northwest of England which were all located in Widening Participation neighbourhoods and employed university students as School Engagement Ambassadors. A mixture of qualitative research methods, surveys, interviews, focus groups and fieldwork observations were employed to collect data. Researchers found that IL was a very effective concept for introducing sixth form college students to a range of academic skills including planning, searching for, managing and evaluating information as well as presenting it and treating it ethically. Evidence also points to the importance of understanding the link between IL and the learning process, independent learning and academic transition. Findings also suggest that focusing on Widening Participation can positively influence individuals' perception of university, sense of belonging and confidence. The report also foregrounds the importance of developing effective partnerships with sixth form colleges. The report concludes with key recommendations: to establish a full time Widening Participation post within the library, develop links with outreach teams, and expand the programme to include students studying a more diverse range of qualifications.
subject: Project reports
  topic: section
subject: information literacy
  topic: keywords
subject: widening participation
  topic: keywords
subject: transition
  topic: keywords
subject: outreach
  topic: keywords
subject: student learning
  topic: keywords
creator: Paul Newnham
creator: Clare Shaikh
rights: Copyright (c) 2025 Paul Newnham, Clare Shaikh https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-03
publication date: 2025-06-03
starting page: 69
ending page: 82
doi: 10.11645/19.1.645

LILAC 2024
type: item
subject: Conference updates
  topic: section
subject: information literacy
  topic: keywords
subject: LILAC
  topic: keywords
creator: Janice Fernandes
rights: Copyright (c) 2024 Janice Fernandes https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-02
publication date: 2024-06-02
starting page: 228
ending page: 232
doi: 10.11645/18.1.617

LILAC 2024
type: item
description: LILAC 2024 was hosted at Leeds Beckett University in March 2024. This conference report explores the key themes of compassion and authenticity for ourselves and for our learners, and shares the positive and pragmatic approaches presented during the event. These themes were realised through a range of sessions on topics including: artificial intelligence and critical AI literacy; playfulness, creativity and visual approaches to induction; and inclusive design in our teaching and our libraries. The pragmatic and innovative examples shared at LILAC, within a spirit of compassion and inclusiveness, encourage us to recontextualise existing IL skills and literacies for our learners, which have never been more important.
subject: Conference updates
  topic: section
subject: pedagogy
  topic: keywords
subject: pragmatic
  topic: keywords
subject: LILAC
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: conference
  topic: keywords
creator: Sarah Purcell
creator: Thomas Mandall
rights: Copyright (c) 2024 Sarah, Tom https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-02
publication date: 2024-06-02
starting page: 233
ending page: 236
doi: 10.11645/18.1.613

Happy anniversary!
type: item
subject: Editorial
  topic: section
subject: information literacy
  topic: keywords
creator: Alison Hicks
rights: Copyright (c) 2024 Alison Hicks https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-02
publication date: 2024-06-02
starting page: 1
ending page: 4
doi: 10.11645/18.1.611

Book review of Hicks, A., Lloyd, A., and Pilerot, O. (Eds.). 2024. Information literacy through theory
type: item
subject: Book reviews (and reviews of other relevant literature)
  topic: section
subject: information literacy
  topic: keywords
subject: book review
  topic: keywords
creator: Anders Tobiason
rights: Copyright (c) 2024 Anders Tobiason https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-02
publication date: 2024-06-02
starting page: 237
ending page: 239
doi: 10.11645/18.1.610