It is extraordinarily hot in England and Wales today, so climate change seems an obvious topic. This article from UNESCO talks about climate change literacy as part of Media and Information Literacy (MIL) and this page https://en.unesco.org/covid19/communicationinformationresponse/visualresources includes some posters that are about MIL and climate change (scroll down the page to find them: one example is used here)
As some more examples:
- Hauke, P. (2018). From Information Literacy to Green Literacy: Training Librarians as Trainers for Sustainability Literacy. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 116 - Library Theory and Research with Information Literacy. http://library.ifla.org/id/eprint/2147 This talks about development of green literacy or sustainability literacy as one of the goals for a sustainable library (practicing, and educating for, sustainability).
- Dailey, A. & Smith, M. (2017). From Climate Change to Vaccination Safety: Teaching Information Literacy in an Undergraduate Epidemiology Course. All Musselman Library Staff Works. 76. https://cupola.gettysburg.edu/librarypubs/76 This leads to an abstract and a powerpoint you can download. It describes a collaboration between a faculty member and a librarian on an assessment targetting information literacy, with a scenario on climate change being one topic the students had to investigate. In fact the climate change subject isn't described in detail, but the powerpoint has a good amount of detail about the intervention and the results, so I thought it was still worth mentioning from a "teaching information literacy" point of view.
- Lovitt, C. & Shuyler, K. (2016). Teaching Climate Change Concepts and the Nature of Science: A Library Activity To Identify Sources of Climate Change Misconceptions. In: Integrating Information Literacy into the Chemistry Curriculum. (pp. 221-246). ACS Symposium Series. https://pubs.acs.org/doi/abs/10.1021/bk-2016-1232.ch012 A priced publication, but it looks an interesting example "A library activity was developed in which students found information about climate science misconceptions from popular and scientific literatures. As part of the activity, students developed a rubric to evaluate the credibility and type of literature sources they found. The activity prepared students to produce an annotated bibliography of articles, which they then used to create a training document about a climate science misconception for staff at a local science center."
- Duru, P. & Emetumah, C.F. (2016). Evaluating the Effects of Information Literacy on Climate Change Awareness among Students in Imo State University. Archives of Current Research International, 4(3), 1-10. https://doi.org/10.9734/ACRI/2016/27186 A questionnaire was administered at a Nigerian university: the questions were mostly to do with knowledge about the impact of climate change, but there were also questions about how the students got information about this topic and whether they felt it was sufficient.