Information Literacy Weblog
Curating information literacy stories from around the world since 2005 - - - Stories identified, chosen and written by humans!
Friday, May 01, 2026
Social media corporate curricula for digital literacy
Docherty, N. & Barragán, M.V. (2026). Civilizing users through social media corporate curricula. International Journal of Cultural Studies. Early online publication. (open access) https://doi.org/10.1177/13678779261425695
Abstract: "The psychological, political and social risks of social media are commonly up for debate. In response, social media companies are producing free to access lesson plans, tool-kits, and other pedagogical materials that seek to educate users about responsible social media use. Through a document analysis of such resources released by Meta, including Facebook's Get Digital literacy campaign and Instagram's Community Programs and Guides, we show how the social media corporate curriculum invites learners to interpret, discuss, and act upon the problems of social media as if they were an individual issue. We argue that this not only entrenches neoliberalized values of personal resilience but also functions, following Norbert Elias, to civilize the user through the cultivation of manners, morals, and codes of digital conduct. We close by highlighting the contingency of such an arrangement, offering alternative pedagogical approaches that do not reproduce these universalizing effects."
Photo by Sheila Webber: white cherry blossom and spring leaves, April 2026
Thursday, April 30, 2026
Call for short papers: Information Literacy: A Discipline for the Future
I and my ILIAD (Information Literacy is a Discipline) colleagues have put out a call for short (800-1000 word) papers for a special issue Information Literacy: A Discipline for the Future to appear in the ASIST (Association for Information Science & Technology) online magazine Information Matters. In this special issue of Information Matters we will explore how this discipline can develop in the future, and for the future.
The deadline for submissions is 8 June 2026.
My co-editors for this issue are: Professor John Budd, University of Missouri, United States; Dr. Karen Kaufmann, School of Information, University of South Florida, United States; Bill Johnston, Independent scholar, Scotland; Professor Clarence Maybee, Purdue University Libraries and School of Information Studies, United States.
We welcome contributions on topics such as:
- What issues should be prioritised in the research agenda for IL?
- Who can be involved in developing the discipline of IL?
- What populations would you target as learners in new information literacy programmes?
- How can the discipline of IL address specific current and future global challenges?
- What are the priorities for IL in different countries or regions of the world?
- How can IL support human rights and social justice?
The full call, and instructions for submission are at https://informationmatters.org/cfp-special-issue-on-information-literacy-a-discipline-for-the-future/ - email me (s.webber@sheffield.ac.uk) if you have any questions.
Wednesday, April 29, 2026
Information Literacy handbook selected as foundational book
The American Library Association's Library History Round Table has selected the Information Literacy handbook: charting the discipline (due to be published on 7th May 2026: 550 pages!) as a foundational book in library services. It is the first book centrally focused on information literacy to be selected and the first to be selected for 2026.
The list is at https://lhrt.news/foundational-books-in-library-services/
Tuesday, April 28, 2026
Webinar: Spanish language OER tutorial / un tutorial gratuito en español para enseñar alfabetización informacional
There's a Spanish-language webinar on 28 April 2026 at 12 noon US Eastern time (10am Mexico time; 18h Madrid time; 17.00 BST) about a free Spanish-language information literacy tutorial (OER, or Open Educational Resource) created by an international group of librarians representing five institutions. The presenters (Irma Leticia Hernández García and María Lourdes Quiroa Herrera) and moderator (Anne C. Barnhart) represent three of the five partner institutions.
The organisers remind us that Zoom has a translation facility into many languages. This webinar is sponsored by the IFLA Library Services for Multicultural
Populations Section, the Information Literacy Section, the Academic
& Research Libraries Section, and IFLA-Latin America & the
Caribbean Regional Division.There is also an English version of the tutorial, but this webinar focuses on the Spanish version.
Register at: https://tinyurl.com/MCULTPwebinario1
Photo by Sheila Webber: fallen cherry blossom, April 2026
Monday, April 27, 2026
Call for proposals: Rethinking Reference in the AI Era
The IFLA Reference and Information Services (RISS) section is seeking proposals for Ignite (7 minute) talks to be presented, in person, at a session for the IFLA World Library and Information Congress in Busan, South Korea, 10-13 August 2026. The talks must address the theme Rethinking Reference in the AI Era: Empowering Transformation in Libraries. The deadline for submissionsis 11 May 2026. [I couldn't find the full call on the IFLA website, so it is reproduced here]
"Introduction: Libraries are central to information transformation, particularly as the information landscape undergoes rapid digital and technological change. As knowledge practices change and trust is renegotiated in light of evolving technologies, empowering transformation is critically important. We need to equip our communities and researchers with the knowledge, tools, and skills necessary to navigate an increasingly complex information landscape. Reference librarians and library workers play a critical role in this mission by connecting users to appropriate resources, strengthening research competencies, and supporting critical knowledge skills."
"The nature of reference work is evolving. In many cases, users’ first point of engagement is no longer a human interaction but a digital interface. The rise of artificial intelligence tools has shifted not only how information is accessed but also the types of questions users ask. Increasingly, inquiries focus on how to use AI tools responsibly in the research process, how to cite AI-generated content, how to evaluate outputs, and how to use digital images and other materials ethically. These emerging needs require librarians and library workers to expand their expertise beyond traditional resource navigation to include digital literacy, AI literacy, and ethical guidance. This program will explore the transformation of reference services in all types of libraries from the librarian’s perspective and will also examine regional variations in these challenges, recognizing that educational environments and technological adoption differ across libraries and geographic contexts."
"Suggested topics include, but are not limited to:
- How has providing reference changed in the AI era?
- What new competencies are required for reference?
- How must library workers adapt their daily practices to remain effective?
- Has the role of the reference librarian shifted from information provider to critical thinking facilitator?
- How can we mitigate the fear factor, what makes us uncomfortable, as service providers?
- What steps can reference librarians take to move forward boldly in an era of transformation?"
Important dates and deadlines:
11 May 2026 Deadline for submission of proposals/abstracts
20 May: Notification to authors about the status of a submission
20 July: Submission of accompanying PowerPoint slides for presentation
"Proposals should include:
Title of proposed presentation;
Abstract of proposed presentation (no more than 200 words);
Name of presenter(s) plus position(s) and/or title(s);
Employer / affiliated institution;
Contact information including email address, telephone number;
Short biographical statement of presenter."
"Please send your proposals to Robin Kear, Secretary, RISS (rlk25@pitt.edu) and to Marydee Ojala, Chair, RISS (marydee@xmission.com) by 11/05/2026.
"
" Please note:
- At least one of the submission authors must be physically present to provide the ignite talk during the program in Busan. Abstracts are to be submitted only with the understanding that the expenses of attending the conference will be the responsibility of the author(s)/presenter(s) of accepted talks.
- The language of the session is expected to be English.
- All presentations and papers presented at the WLIC 2026 will be available online under the Creative Commons Attribution 4.0 International license.
- All presentations and papers must be unpublished and not previously presented.
- Authors must disclose whether they have submitted or plan to submit this proposal to another WLIC 2026 session.
- Authors of accepted presentations must complete the IFLA Authors’ Permission Form.
- Authors and presenters must adhere to the Presenter guidelines, provided when your Ignite talk is accepted.
- All expenses, including registration for the conference, travel, accommodation, etc., are the responsibility of the authors/presenters. IFLA does not provide any financial support.
"
Photo by Sheila Webber: Sheffield town centre, March 2026
Sunday, April 26, 2026
Paradojas de la Alfabetización Mediática e Informacional
Haider, J. & Sundin, O. (2026). Paradojas de la Alfabetización Mediática e Informacional: La Crisis de la Información. (Bolaños, Fernando & Camila Rasse, Translation). CIMA UDD. at https://repositorio.udd.cl/items/69c27623-35d3-43bf-b686-a31af848f394
Friday, April 24, 2026
ACRL Framework for Information Literacy for Higher Education Draft Revision
There is a comparison of the current version and draft new version here https://api.draftable.com/compare/ENjVpgJxTnIP
There is a feedback form "with both survey-style questions and spaces for more in-depth responses and suggestions for each Frame, as well as the document overall. If you are hoping to give detailed, specific feedback, the form is best suited for that purpose. The feedback form is open until May 8, 2026."
There is also a webinar which gives further opportunity for feedback on 28 April 2026 at 13.00 US Central time, 19.00 BST. Register at https://ala-events.zoom.us/meeting/register/BIRcmBPBR8un25a0JQ3xvA#/registration
Photo by Sheila Webber: by Sheffield Cathedral, March 2026
Wednesday, April 22, 2026
Teaching with AI: Tool Spotlight
This page from the useful Canadian online education site Teachonline.ca has descriptions of AI tools relevant to education (15 so far) saying what it is and why it's useful
Go to https://teachonline.ca/tool-spotlights/
Photo by Sheila Webber: white cherry, April 2026
Tuesday, April 21, 2026
iConference posters published
- The information literacy impact framework: Evaluation of modules teaching information literacy in context by Ryan, Bruce; Brazier, David; Ryan, Frances
- Small Talk, Big Impact: Overcoming Polarization through Informal Information-Sharing in Third Places by Lanier, Amy
- Coping with Inflation in the Age of Social Media: Economically-Disadvantaged Consumers’ Information Behavior on Reddit by Shelton, Amanda
- The Role of Chatbot AI as an Intermediary for Processing Health Misinformation by Seo, Subin
Go to https://www.ideals.illinois.edu/collections/2602
Photo by Sheila Webber: My birthday cake from earlier this month
Monday, April 20, 2026
Friends of the National Library of Medicine webinars: Practical AI Use Cases
Go to https://www.fnlm.org/webinars/
Photo by Sheila Webber: more pink cherry blosom, April 2026
Saturday, April 18, 2026
New articles: Introverst; Collaboration; ACRL Framework
- Barbara Maratos. Introverts and Library Instruction: Challenges and Strategies.
- Russell Michalak and Rachel Gandhi. Fostering Holocaust Education: A Collaborative Model Between an Academic Library and Middle Schools.
- Sara D. Miller, Leslie Ross, and Kay P. Maye. The Framework’s Next Chapter: An Interview with ACRL’s Framework for Information Literacy for Higher Education Review and Revision Task Force Leaders Sara Miller and Leslie Ross.
- Jamia Williams and Twanna Hodge. Reflecting on Our Careers and Transitions: A Year of Exploring Why We Choose Librarianship.
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1694/showToc
Photo by Sheila Webber: cherry blossom, April 2026
Friday, April 17, 2026
Call for proposals: Climate Literacy for Sustainable Futures
The IFLA Information Literacy Section (ILS) and Environmental Sustainability and Libraries Section (ENSULIB) are organising a session within the World Library and Information Congress (talking place in Busan, South Korea, 10-13 August 2026): Climate Literacy for Sustainable Futures: Libraries Empowering Communities to Act.
There is a call for papers (at least one author has to present in person) and the deadline is 27 April 2026.
The focus is on "how libraries of all kinds can play a role in tackling mis/disinformation about climate change and support their communities to live more sustainably."
"We welcome contributions that share original research, case studies, or practical initiatives from any library setting or region. Proposals might address strategies for tackling climate mis/disinformation, partnerships that advance climate literacy, innovative programs that empower users to live more sustainably, or professional development approaches that build the skills and confidence of library workers in this area. Submissions from diverse geographic and community contexts are strongly encouraged. In addition: Papers should reflect the WLIC’s theme, Libraries Powering Transformation".
More information, including submission guidance, at https://2026.ifla.org/ils-ensulib/
Photo by Sheila Webber: cherry blossom, March 2026.
Wednesday, April 15, 2026
Preparing young voters in today’s online information environment
The UK government plans to lower the voting age to 16 (you can already vote in Scottish and Welsh parliamentary and local elections at 16 if you are qualified to vote in Scotland/ Wales) so there is interest in how this younger cohort of voters might engage with information relevant to voting decisions.
Earlier in the year a report was published by Internet Matters and Full Fact. Internet matters is a not-for-profit that works "collaboratively with our partners to support our joint vision of a safer, happier connected world for children and young people" (partners include Tiktok, Amazon Kids, Sky). Full Fact is the fact checking organisation.
The report uses "November 2025 data from Internet Matters Pulse ... based on a survey of 573 children aged 13-17 and 801 parents of children aged 13-17 based in the UK") and also previous Internet Matters research.
The report identifies that this age group encounters political information online, their confidence that they can evaluate it is in the 50%s and when asked about their peers' confidence, that is rated even lower. A small majority are concerened about the veracity of what politicians say and about the impact on misinformation on election results. A large majority of young people think that schools, parents / carers, Government, and social media companies all have responsibility to support them in being more informed voters (they were not asked whether they felt they had a responsibility to develop themselves). The report makes recommendations for various stakeholders, including about media and digital literacy. Sadly, librarians/ libraries are not mentioned.
Internet Matters. (2026, February 8). Preparing young voters in a complex, attention-driven information environment. https://www.internetmatters.org/hub/research/preparing-young-people-to-vote-in-a-complex-attention-driven-environment/
Photo by Sheila Webber: spring branches, April 2026


