Vol. 18 No. 1 (2024): Journal of Information Literacy

Published: 2024-06-04

Editorial

Happy anniversary! A JIL special issue to mark fifty years of information literacy

Alison Hicks

1–4
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Anniversary of IL Special Issue 2024

before information literacy field notes on the end of IL

nicholae cline, Jorge R. López-McKnight

5–13
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A creative future for information and digital literacy

Vicky Grant

14–20
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Chasing information literacy into the wild Questions for the Anthropocene epoch

Annemaree Lloyd

21–30
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“Do as I say, not as I do…” A present (and future) concern about the pedagogy of hypocrisy and information literacy

Silvia Vong

31–37
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Rethinking the teleological essence of information literacy Academic abstraction or real-life action literacy?

Dijana Šobota

38–46
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Information literacy after the AI revolution

Noora Hirvonen

47–54
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Training school students in information evaluation Reviewing the past, establishing the present and considering the future

Andrew Shenton

55–61
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Critical information literacy The challenge, the criticism, and the need for reflection and research

Jess Haigh

62–68
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Information literacy now Examining where we are to understand where we are going

Laura Saunders

69–77
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Investigating information literacy Fool’s errand or new message?

Geoff Walton

78–83
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Flourishing in an ocean of information A futures vision for information literacy

Hilary Hughes

84–93
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Archives as the prologues of information literacy

Andrew Whitworth

94–100
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Beginnings of information literacy in Latin America A recognition of the pioneers

Alejandro Uribe-Tirado, Juan D. Machin-Mastromatteo

101–109
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Navigating constant change Exploring information literacies in the context of social media health information

Anna-Maija Multas

110–117
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Navigating tomorrow's classroom The future of information literacy and inquiry-based learning in the age of AI

Elizabeth Hutchinson

118–122
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The negative spaces of information literacy An alternative research agenda

Alison Hicks

123–129
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Cruel optimism, or, this time will be different!

Maura Seale, Karen Nicholson

130–135
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Research articles (peer-reviewed articles)

Fostering self-reflection on library instruction Testing a peer observation instrument focused on questioning strategies

Eric Silberberg

136–158
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Building a bridge between skills and thresholds Using Bloom’s to develop an information literacy taxonomy

Amanda Folk, Katie Blocksidge, Jane Hammons, Hanna Primeau

159–181
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The self-tracking information literacy practices of LGBTQ+ students Empowerment through self-knowledge

Pamela McKinney, Corin Peacock, Andrew Cox

182–202
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Moving beyond anxiety The emotional research experiences of first-year students

Katie Blocksidge, Hanna Primeau

203–219
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Conference updates

LILAC 2024 Hidden knowledge, empathy and understanding

Amelia Haire

220–223
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LILAC 2024 A newbie’s report

Bruce Ryan

224–227
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LILAC 2024 Conference report

Janice Fernandes

228–232
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LILAC 2024 Compassion, authenticity and positive pragmatism

Sarah Purcell, Thomas Mandall

233–236
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Book reviews (and reviews of other relevant literature)

Book review of Hicks, A., Lloyd, A., and Pilerot, O. (Eds.). 2024. Information literacy through theory

Anders Tobiason

237–239
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Book review of Oehrli, J. A. (2022). Practical academic library instruction: Learner-centered techniques

Kevin Augustine

240–242
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Book review of Goldstein, S. (Ed.). 2020. Informed societies: Why information literacy matters for citizenship, participation and democracy

Janice Fernandes

243–244
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