Where do Americans turn first for information about breaking news?

An interesting report from the Pew Research Center - Where do Americans turn first for information about breaking news? - one striking think (highlighted in the report) is the difference between age groups e.g. 31% of 18-29 year olds going first to social media for breaking news vs. 6% of those aged 65+. 
I've linked below to the summary story, and there are links (at the bottom of the article) to the methodology, to the questions and to the descriptive results. 
The latter includes further interesting questions e.g. 67% had at some point stopped getting news from a specific source and 60% had reduced the amount of news they got overall. There is also a question about "do you consider this research" with options such as comparing sources, Googling, discussing with friends. 
St. Aubin, C. (2026, March 24). Where do Americans turn first for information about breaking news? https://www.pewresearch.org/short-reads/2026/03/24/where-do-americans-turn-first-for-information-about-breaking-news/
Photo by Sheila Webber: magnolia tree, March 2026

#LILAC26 preview: information experiences of female engineering students; Learning Sets; Digital literacy

I continue sharing previews of Sheffield colleagues' sessions at the LILAC conference . Today's is from Laura Woods, talking about the three sessions she is involved with. Laura writes. 

I am fortunate to be speaking three times at LILAC this year! I’ve never given multiple presentations at a conference before, but all three of my presentations are from entirely separate projects, so I’m excited to be able to bring them all to LILAC. 
My first presentation is on day 1 of the conference, and will present preliminary findings from my PhD research into the information experiences of female engineering undergraduates at UK universities. I am actually revisiting a presentation I gave at LILAC in 2025, which shared results from my pilot study, at an earlier stage of my research. I’m hoping that any attendees who were there in 2025 will be able to see how my research has developed since completing all of my data collection and beginning data analysis.
My second presentation will be in the morning of day 2, where I will be presenting alongside Dr Pam McKinney. We are sharing the results of an Arts Council-funded project, looking at how creative and arts-based activities can be a gateway to digital literacy for older people. This has been a fascinating project that I’ve felt privileged to be part of, so I am looking forward to discussing the project with the LILAC audience. [There will be more about this from Pam, tomorrow!]
Finally, also on day 2, I am hosting a workshop to launch the Information Literacy Group’s (ILG) inaugural LILAC Learning Sets programme. This is a pilot scheme we are launching this year, aimed at enabling LILAC attendees to form connections and sustain these past the end of the conference. If you are attending LILAC and interested in participating in the LILAC Learning Sets, there is still time to sign up for the workshop - but places are limited! To register for the workshop, sign into your account on the LILAC website, then scroll down to “Book your conference sessions”.
Image: this year's LILAC logo, celebrating Sheffield's women of steel

#LILAC26 preview: Reflections from the next generation of IL educators

My next post sharing a preview of colleagues' LILAC conference presentations is from Dr Pamela McKinney, about a session which be on day 3 of the conference (1st April), Reflections from the next generation of IL educators (the abstract is here). Pam writes: 

This LILAC presentation will focus on the design and delivery of the Information Literacy module at the University of Sheffield, which was originally designed by Sheila Webber and is now co-taught by Pam McKinney, Sheila Webber and Pete Holdridge. The module is core in semester 1 for students on the on-campus Librarianship and the distance learning Library and Information Services Management programmes. This presentation extends the work that Sheila and I have done to promote the pedagogical approach we adopt in the module to support the next generation of IL educators, for example, with a chapter for the ACRL book “The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning” and conference presentations at the 2017 ECIL conference and 2016 Creating Knowledge conference and the 2018 LILAC conference. 

This presentation highlights the voices of students who have studied the module either on-campus or as a distance learner. Students were invited to contribute, and were offered a variety of ways in which to do that. Seven students volunteered: three have created short videos that will be embedded into the conference presentations, one studnet has created an interactive element, and three have contributed slides - 2 of whom will be able to attend in person. Continuing our focus on the value of reflection, students have offered reflections on the aspects of the module they found personally meaningful and influential, for their current or future practice. I’m very much looking forward to sharing their views with the LILAC conference.
Photo by Sheila Webber: cherry blossom in Sheffield city centre, March 2026 - Sheffield is the venue for LILAC this year

#LILAC26 preview: 'All mushrooms are edible but some only once': Exploring conceptualisations of information literacy in risky leisure contexts through hobbyist mycology

This is the first of a short series previews of talks to be given at the LILAC conference next week by colleagues from Sheffield University. First we have Laura Williams, librarian and doctoral scholar, reflecting on one of her talks (scheduled for next Wednesday): 'All mushrooms are edible but some only once': Exploring conceptualisations of information literacy in risky leisure contexts through hobbyist mycology. Over to Laura!

This LILAC talk about information literacy and mushroom foraging began life as a zine created last year. Last year I found myself developing an interest in fungi, enjoying walks to spot mushrooms as a form of mindfulness. This interest quickly escalated into an obsession. Hundreds of photographs on my phone, reading books and websites to learn how to identify mushrooms, and joining Facebook groups. I do not like eating mushrooms, but I found myself becoming fascinated with the information richness of hobbyist mycology. 
I turned these thoughts into a zine which more broadly explores the information world of hobbyist mycology. The ideas from that zine have now been developed into a conceptual paper focusing on the information literacy aspects and management of the risks associated with foraging. 
I share that story as insight into how I have ended up on the LILAC programme with a presentation which is neither an output from my doctoral research, nor my work as a librarian. Whilst mushrooms may not be directly linked to my doctoral research about information practices in ultramarathon running, there is certainly a connection. 
My doctoral research has also involved in depth exploration of information literacy in an everyday life and leisure setting. The research question explored is how practices of information literacy are used to manage risk in hobbyist mycology. 
This talk will be a conceptual presentation in which I draw upon selected literature about mushroom foraging to identify ways that information literacy practices are enacted. I draw upon Annemaree Lloyd’s work around information literacy as a socially constructed practice and the work of Alison Hicks on risk-informed information practices. As the title of my talk suggests, mushroom foraging could be considered a risky hobby, with risk of illness or even death from accidental poisoning. 
The talk explores social, cultural and technological factors through which information literacy is enacted. Hobbyist mycology involves many forms of information as part of decision making and negotiating uncertainty. However, little is currently known about the ways information literacy is enacted within these different information activities, and other risky leisure activities. 
Through the provocation of ‘all mushrooms are edible but some only once’ this paper calls for the information literacy community to look towards a rich, overlooked site for understanding every day and leisure information literacy. 
For a researcher who is reaching the final stages of PhD life, writing this abstract for LILAC was an opportunity to find out what would happen if I was bold enough to stray beyond my comfort zone. To find out whether I can take a different question in another space within leisure information, review the literature, explore different theories and present my ideas to an audience.
Screenshot by Laura Williams, showing one of the mushroom folders on her phone.

Webinar 24th march: Talk to Me: Conjuring Connection in the Classroom

There is a free webinar on 24 March 2026 at 12-1 pm Central Time (US and Canada) 17.00 GMT: Talk to Me: Conjuring Connection in the Classroom, organised by the ACRL Instruction Section Teaching Methods Committee. 
"Join Ariela McCaffrey, Reference and Instruction Librarian from Connecticut State Community College Three Rivers, to explore different approaches to class discussion and engagement. In this presentation, McCaffrey will provide an overview of various engagement methods based on the works of Robert J. Marzano, Dan Rothstein, Luz Santana, and Dale M. Bauer. She will also discuss studies about student anxiety regarding "negative evaluation" and its impact on class conversation, specifically how it relates to first-generation students and their success in academia. Attendees will have time to share their own stories of struggle and triumph of engaging students in class discussion." 
Register at https://wustl.zoom.us/meeting/register/RPYDC6QbTZSJ1OtTK6QpKQ#/registration. 
Photo by Sheila Webber: daffodils, March 2026

Webinar: Rejuvenate Adjuncts with a Library Retreat

Another LILi Show & Tell webinar, on 15 April 2026 at 11.00 US Pacific time (which is 19.00 BST) Rejuvenate Adjuncts with a Library Retreat, presented by Melissa Johnson and Tracey Rinehart. "This session will focus on ways to engage with adjunct faculty by hosting a one-day retreat focusing on teaching, research, and topics central to adjuncts’ daily workflows. 
Goals: Provide participants with insight and ideas on how to conduct a rejuvenating adjunct using a library retreat in order to cultivate a sense of belonging, connectedness, and partnership; Inspire attendees to explore ideas to adapt a similar event at their home institution in order to cultivate a sense of belonging, connectedness, and partnership. 
The session will include: An interactive Mentimeter presentation; A poll to determine if participants also experienced similar adjunct involvement issues; Time for participants to brainstorm ways they can implement a retreat-like event at their home institutions; Time for participants to share some of their ideas with the larger group to generate additional interest and ideas. 
Zoom link: https://uci.zoom.us/my/marquezn
Photo by Sheila Webber: daffodils, March 2026

IMLS website add AI Literacy

The USA's Institute of Museum and Library Services (IMLS) launched an official Government Information Literacy website in 2024, aimed to help librarians develop people's IL in different contexts. 
(1) It has created some AI Literacy lesson plans (aimed at students aged 11-18) on its Teaching Information Literacy Toolkit page (which also includes leassons plans for digital literacy, health literacy, financial literacy and science literacy) https://informationliteracy.gov/page/teaching-information-literacy-skills-toolkit
(2) It recently added a section on AI Literacy with brief explanations and curated resources of different kinds. https://www.informationliteracy.gov/page/ai-literacy
Photo by Sheila Webber: (mirabelles) plum blossom, March 2026

New articles: data literacy in community and formal education

When checking for yesterday's post on the Library Trends webinar, I realised it was worth highlighting all the articles in that Library Trends data literacy issue (volume 74, number 3, 2026, open access). The contents page is at https://muse.jhu.edu/issue/56412 
- Teaching Data Literacy in a Distrustful Environment: The Role of Critical Data Studies by Julia Bauder 
- Empowering Immigrant Library Users Through Personal Data Literacy Programming in Public Libraries by Hayley Park, Negeen Aghassibake 
- A Concept Analysis of Community Data Literacy by Amanda S. Hovious
- The Value of Data Literacy: Insights from Community College Students by Jeonghyun Kim, Brady Lund, Lingzi Hong 
- Fostering Data Literacy by Bridging Interdisciplinary Divides: Three Perspectives on Data Literacy Support at the University Level by Charlotte Kiger Price, Emma Slayton, Di Yoong 
- Not Another Boot Camp: Toward an Inclusive Computational Pedagogy by Dolsy Smith, Daphna Atias, Emily Blumenthal, Alex Boyd, Madeline Doering, Katelyn Morgan, Marcus Peerman, Robin Pokorski, Max Turer 
- Data Curation as Data Literacy Education: Grad’s Declassified Data Survival Guide by Summer Mengarelli, Mikala Narlock 
- Fostering Civic Data Literacy in Libraries: The Civic Switchboard Project by Eleanor Mattern, Marcia Rapchak, Chelsea Gunn, Aaron Brenner, Liz Monk, Robert Gradeck 
- Navigating Food Insecurity, Many Data Points at a Time: A Case Study of Georgia State University Library’s Public Interest Data Literacy Learning Lab Course by Halley E. M. Riley, Ashley Rockwell, Mandy Swygart-Hobaugh 
- Evolving Landscape of Data Education in Library and Information Science Programs: A Content Analysis of American Library Association–Accredited Curricula by Kaypounyers “Kay P” Maye, Amy C. Schuler, Chelsea H. Barrett, Ryan T. Hedrick
Photo by Sheila Webber: borage and spot the ladybird, March 2026

Webinar: Data Literacy: Navigating the Shift from Hype to Reality

Continuing the data literacy theme from yesterday, there is a webinar on 25 March 2026 at 11.00-12.00 US Central time (which will be 16.00-17.00 GMT) Data Literacy: Navigating the Shift from Hype to Reality. It features the the guest editor and authors from Library Trends 74(3) (open access). There will be presentations followed by discussion.
Presenters are: Ben B. Chiewphasa, issue editor and discussion moderator; Jeonghyun (Annie) Kim and Brady Lund The Value of Data Literacy: Insights from Community College Students; Hayley Park and Negeen Aghassibake Empowering Immigrant Library Users Through Personal Data Literacy Programming in Public Libraries; Dolsy Smith and Emily Blumenthal Not Another Boot Camp: Toward an Inclusive Computational Pedagogy. 
Register at https://go.illinois.edu/DataLiteracy
Photo by Sheila Webber: daffodils, March 2026

Recordings: Data Literacy for Community College

Recordings from the 2nd webinar series (held February 2026) which forms part of the University of North Texas' (USA) Data literacy for community college project are available. This series had that title Building Data Literacy in Practice: Tools, Lessons, and Strategies, and the webinars were on: Understanding Data and Data Sources; Making Data Insightful and Actionable; and Managing Data Ethically and Responsibly. 
Go to https://ci.unt.edu/dlcc/webinars/webinar-recordings.html and scroll down the page (the series 1 webinars on From Principles to Practice: Data Literacy in Academic Libraries, held in 2025, are linked at the top of the page). 
From my quick scan of the slides, these presentations look useful to my own teaching and students e.g. Making Data Insightful and Actionable goes from the need to formulate a meaningful question, through data collection and analysis to presentation (with the focus on quantitative data).
Photo by Sheila Webber: last snowdrops (in that I will move on from snowdrop photos now), February 2026

Articles on AI in higher education

The recent issue (Vol. 3 No. 2., published later than the title date of December 2025) of HETL Frontiers (twice-yearly journal of the International Higher Education Teaching & Learning Association) has 22 short (3 page) articles about AI in higher education, including some useful practical studies and research studies. AI Literacy and Digital Literacy are emphasised. You can download this issue from the journal home page https://www.hetl.org/hetl-frontiers/
Photo by Sheila Webber: spring branches, March 2026

Webinar: Revising the ACRL IL Framework

There is a webinar on the current review of the ACRL Framework for Information Literacy, organised by ACRL’s Student Learning and Information Literacy Committee (SLILC). Revising the Framework: Learn and Discuss is on 26 March 2026 at 13.00-14.00 US Central time (bear in mind that North America has gone to summer time, and many other countries don't until the 29th.
"Our information environment has changed in significant ways in the decade since the ACRL Framework for Information Literacy for Higher Education debuted, and over the last few years a dedicated taskforce has been focused on reviewing the current framework and proposing revisions. As the release date for the draft grows near, SLILC would like to invite all interested community members to join an event that will offer an opportunity to hear some of the reasons and process for upcoming Framework revisions, as well as a chance to begin thinking about how these changes may affect your practice at a personal and institutional level."
Register at https://ala-events.zoom.us/meeting/register/vIlMUcDDSH-V-QZ61VkzkQ#/registration
Photo by Sheila Webber: a survivor (from Victorian times), March 2026

GenAISiS Online Training Series

More spaces have been freed up for the free GenAISiS Online Training Series. Two sessions have already taken place. 
In Session 3 Game 2: Bot or Not? (24 March 2026, 3:30-5:00pm GMT (UK time) "Participants will test their skills in deciding whether text came from a child, a teacher or an AI - and learn how to run this critical literacy activity in their own environment." 
In Session 4: Game: The Great Art Guess-Off (2 April 2026, 3:30 - 5:00pm BST (UK time) "Using youth-created, artist and AI visuals participants will compare: AI‑generated images; Artist-created work; Child-created drawings. A fun way to teach visual literacy and help children think critically about authenticity and style in digital images." 
The sessions are "aimed at anyone supporting learners aged 8-13 who wants to build stronger AI literacy skills (e.g., Teachers/Trainee Teachers, Librarians, Youth workers, Learning Support staff, Researchers, School Nurses, other interested information professionals, teaching professionals and students)." 
Go to https://app.onlinesurveys.jisc.ac.uk/s/robertgordonuniversity/genaisis-t-r-a-i-n-free-webinar
Photo by Sheila Webber: spot the squirrel, February 2026

Today! Navigating the Novice-Expert Research Gap

Today, 10 March 2026, at 12noon US Eastern time (19.00 UK time) there is a free webinar: Navigating the Novice-Expert Research Gap: An Information Literacy Taxonomy. "In this webinar, we will outline a new taxonomy that is intended to help instructors and librarians navigate this expert-novice research gap. Participants will be introduced to the new taxonomy and consider how they can utilize it to develop research assignments with clear expectations and appropriate scaffolding for learning." 
Information about this and other webinars in the series at https://u.osu.edu/meaningfulinquiry/spring-2026-meaningful-inquiry-workshops/ 
Register at https://osu.zoom.us/webinar/register/WN_D2ErXMe0StmsdywAcPnSDQ#/registration 
Photo by Sheila Webber: lots of snowdrops, February 2026