Recent articles: algorithmic literacy; writing with AI

The latest issue of open-access College & Research ibraries News (Vol 87, No 86) includes:
- Putting Algorithmic Literacy into Conversation with the ACRL Framework: Insights, Ideas, and Innovations by Sarah Morris
- When the Program Becomes the Author: A Librarian’s View from the Threshold by Anna Małgorzata Kamińska (discusses writing and AI)
- AI as Assessment Partner: Practical Applications and Critical Cautions, Part 2 by Becky Croxton, Megan Oakleaf (this is about evaluation of services or programmes, not assessing learning)
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1701/showToc
Photo by Sheila Webber: adopt a phone box, August 2026

International Literacy Month Celebration: Literacy for People, the Planet and Prosperity

The Library and Information Service and the Faculty of Humanities North-West University, South Africa, has a hybrid (online and in person) event on 15 September 2026, 10-13.00 Central Africa Time (9.00-12.00 BST): International Literacy Month Celebration: Literacy for People, the Planet and Prosperity 
Register at https://nwu.libcal.com/event/17225008 
Photo by Sheila Webber: tiny park, September 2026

Critical Thinking Bootcamp 2026: Strengthening AI Literacy

The publishers Sage have made available material from an event held in July 2026: Critical Thinking Bootcamp 2026: Strengthening AI Literacy. It comprises recordings of speakers (all from North America) e.g. The rationality of distrust: Information integrity beyond individualism by Brooklyne Gipson (Rutgers University), and "a crowdsourced list of AI literacy and critical thinking resources, including teaching materials and reading recommendations shared by attendees of the 2026 Bootcamp" (i.e. a list of curated links).
Go to https://www.sagepub.com/our-initiatives/critical-thinking/critical-thinking-bootcamp-2026
Photo by Sheila Webber: lowering weather in North Greenwich, August 2026

Recording: the Information Literacy Handbook

There is a 51-minute recording of a session, held on 13 August 2026 in the School of Information, Journalism and Communication (IJC), University of Sheffield (UK), in which I, Bill Johnston and Dr Pam McKinney introduce the Information Literacy Handbook. The chair is Dr Dani Madrid-Morales (Co-Lead of the Disinformation, Information Integrity and Literacies (DIIL) Research Cluster in the IJC, University of Sheffield). 
It starts with an introduction to the Handbook and to ILIAD, then Bill and I highlight some aspects of our introductory chapter, then Pam talks about her Theory of Change chapter and finally I talk about my chapter on Autoethnography. There is alos a short question session at the end. You can enable captions if you wish. 
The recording is at https://digitalmedia.sheffield.ac.uk/media/Launch+of+the+Information+Literacy+Handbook/1_o55e9bc6 and is embedded below.

 

AI & Metaliteracy OER Toolkit for Teaching and Learning

The AI & Metaliteracy OER Toolkit for Teaching and Learning has just been launched: "an openly licensed and adaptable resource that supports teaching and learning with generative AI through the framework of metaliteracy". The toolkit was developed by Nicola Marae Allain, Tom Mackey, and Eugenio Solis de Ovando, in collaboration with Alena Rodick (Empire State University, USA). The project was funded through a State University of New York (USA) Innovative Instruction Technology Grant. 
There are five modules: metaliterate learner identity; ethical evaluation and production; collaborative and participatory engagement; development as a metaliterate learner; and next steps for continued learning. "The modules include activities, assignments, reflections, rubrics, and supplemental resources" 
There is an introduction here: https://metaliteracy.org/2026/08/28/introducing-the-ai-metaliteracy-oer-toolkit-for-teaching-and-learning/ 
Access the toolkit via this page https://metaliteracy.org/ml-in-practice/how-to-access-the-ai-metaliteracy-oer-toolkit/

The 2026 Critical Conversations in LIS Series

There is a series of webinars (which will also be recorded) hosted by the University of South Carolina (USA) Augusta Baker Endowed Chair, Dr. Nicole Cooke, which are part of a course that Cooke teaches and are also being made freely available. 
They are held on Thursdays at 12noon US Eastern time (17.00 BST)  or 16.00 US Eastern time (21.00 BST). The first is on 3 September 2026 at 12.00 noon Eastern time.
Information on speakers is here  https://nicolethelibrarian.substack.com/p/the-2026-critical-conversations-in  (you register by clicking on the poster for the relevant speaker)

Recent articles: AI literacy; infolit as capability; disinformation

- Choi, J. (2026). Reimagining Information Literacy as Capability (ILaC): A Conceptual Framework. Journal of the Australian Library and Information Association, 75(2), 212–235. https://doi.org/10.1080/24750158.2025.2606647 "The framework distinguishes information capabilities both from skills and practice, clarifies the relationship between informational well-being and informational agency, and integrates normative concerns in IL. "
- Johnston, N., Yerbury, H., & Henninger, M. (2026). Academic Librarians and Information Literacy Practice in an Age of Mis/Disinformation. Journal of the Australian Library and Information Association, 75(2), 321–339. https://doi.org/10.1080/24750158.2026.2648061 " presents findings from a study exploring Australian academic librarians' concerns about the impact of misinformation and disinformation on society, university students and access to reliable information. "
- Ford, H., Burrell, A., Monin, M., Narayan, B., & Jethani, S. (2026). Hacking AI Chatbots for Critical AI Literacy in the Library. Journal of the Australian Library and Information Association, 75(1), 42–65. https://doi.org/10.1080/24750158.2026.2614000 "Using a case study of a critical AI literacy intervention in four Greater Sydney libraries, we argue that instead of learning only about how AI works, AI literacy might involve learning when, how, and why AI doesn’t work. "
Photo by Sheila Webber: giant allium seed head, August 2026

Carbon Literacy for Libraries

Carbon Literacy for Libraries is an online course on 5 November 2026 (9.15am - 12.45 BST) and on 12 November 2026 (9.15am - 12.45 BST). The cost is £15 for both parts "all of which goes to the Carbon Literacy Project". "Please note that you must be able to attend both parts of the training in order to be accredited as a Carbon Literate librarian." This has been organised by CILIP Scotland. 
More information at https://www.cilips.org.uk/events/cl4l-nov26/ 
[From the Carbon Literacy Project website] "Carbon Literacy enables individuals, communities, and organisations to take impactful climate action and enact the cultural shift necessary for the transition to a low-carbon economy" 
Photo by Sheila Webber: Hydra and Kali, by Damien Hirst, on the Thames, August 2026

Short online courses on teaching information literacy

I haven't highlighted Library Juice Academy courses for a while. They are online, priced, and on a variety of topics, including teaching information literacy. Forthcoming ones include:

- Online Instructional Design and Delivery. Cost - US $375.00. Duration: September 7 - October 18 2026. Tutor: Mimi Otten "This six-week course equips educators with the essential skills and frameworks for designing engaging, learner-centered online courses. Grounded in the principles of backward design and the Community of Inquiry (CoI) framework, participants will explore how to align learning outcomes with meaningful assessments and select instructional strategies that promote active student engagement..." https://libraryjuiceacademy.com/shop/course/111-online-instructional-design-and-delivery/
- Backwards Design for Library Instruction. Cost: US $250.00. Duration: October 5 - November 1 2026. Tutor: Liz Johns "This four-week course introduces participants to backwards design principles and practices for teaching. Unlike the traditional forward design method, which selects content or activities first and then aligns them with learning goals, backwards design starts with the end goal: what students should learn, know, or do. It then builds teaching from that end result, emphasizing a student-centered approach..." https://libraryjuiceacademy.com/shop/course/342-backwards-design-for-library-instruction/
- Curriculum Mapping Information Literacy for Academic Librarians. Cost: US $250.00. Duration: October 5 - November 1 2026. Tutor: Logan Rath. https://libraryjuiceacademy.com/shop/course/282-curriculum-mapping-information-literacy-for-academic-librarians/
- Developing a Credit-Bearing Information Literacy Course. Cost: US $250.00. Duration: October 5 - November 1 2026. Tutor: Jessica Critten. https://libraryjuiceacademy.com/shop/course/125-developing-credit-bearing-information-literacy-course/
The home page for all the courses is at https://libraryjuiceacademy.com/
Photo by Sheila Webber: house in Lewes, Sussex, August 2026

Scholarship of Teaching and Learning

A European collaboration/ website on SOTL (Scholarship of Teaching and Learning) which includes some resources, a blog and also some activities (looking to 2027) -  https://euroqsotl.org/

Recent articles: infolit of students; digital literacy; trends in AI in higher education; mis/disinformation in election

Some articles from International Information & Library Review (subscription publication):
- Alenezi, F., & Buabbas, H. (2026). Investigating the Level of Information Literacy Skills of Undergraduate Students at the College of Basic Education, Kuwait. The International Information & Library Review, 1–21. https://doi.org/10.1080/10572317.2026.2717674
- Hussain, A., Ahmad, P., ALZahrani, A. S., & Ahmad, K. (2026). Artificial Intelligence and Information Literacy in Higher Education Institutions: Global Publication Trends and Patterns. The International Information & Library Review, 58(1), 67–87. https://doi.org/10.1080/10572317.2026.2614894
- Bhoi, S., Jha, V. K., & Kumar, R. (2026). Information Disorder in Democracy: A Thematic Analysis of Mis/Disinformation in the 2024 Indian General Election. The International Information & Library Review, 58(1), 105–121. https://doi.org/10.1080/10572317.2026.2620350
- Bélanger, A. (2026). In Support of the Continued Role of Libraries in Digital Literacy. The International Information & Library Review, 58(1), 160–168. https://doi.org/10.1080/10572317.2026.2614244
Photo by Sheila Webber: from the Hungerford footbridge, August 2026

LIS Pedagogy chat: Gamification and/or Education?

On August 28 at 14.00 US Eastern (19.00 BST) there is a free online session from LIS [Library and Information Science] Pedagogy Chat, with the topic: Gamification and/or Education? "In this journal club-style session, we will discuss Molly Worthen’s “You Can’t Game Your Way to a Real Education” (New York Times, April 19, 2026), which critiques ideas of fun and gamification in education. We encourage participants to read the article prior to the discussion, however we will provide a brief summary at the start of the session for anyone who was not able to read the article in advance" There is a link on the page that should be a gift link to the article (though those don't always work for me).
To register for the event go to the schedule page https://www.lispedagogychat.org/schedule-registration
Photo by Sheila Webber: summer sky, August 2026

AI for Teaching Guide

Librarians at Kutztown University, USA, have created a LibGuide, AI for Teaching.
It has information about using AI in assignments, AI literacy sessions offered, sources to keep up to date with AI etc. 
Go to  https://library.kutztown.edu/AITeaching

Photo by C Webber: flower on the windowsill, August 2026

Recent articles: Media Literacy; Content Literacy; AI; teaching and assessment

The latest issue of open-access Journal of Media Literacy Education (Volume 18, Issue 2, 2026) includes the following:
- The role of media literacy in shaping campus student leaders’ perceptions of media activism, online risks, and social support by Srividya Ramasubramanian, Minnie S. McMillian, Shumaila J. Bhatti, Shannon Burth, Julius Matthew Riles, Elizabeth Behm-Morawitz, and Melody Wilson
- Content literacy in the digital age: Integrating the development of digital language skills into civic education by Cedric Lawida and Ina-Maria Maahs
- Fact-checking in the university: The experience of the ‘Verificatón Electoral’ as a model of teaching innovation by Irene Larraz et al.
- Demographic context of Media and Information Literacy (MIL) skills among senior high school students in Ghana by Patience Emefa Dzandza Ocloo, Aurelia Ayisi, Abena Animwaa Yeboah-Banin, and Annie Oye
-Integrating AI into media analysis projects: Students’ insights on using ChatGPT by Serpil Yalcinalp and Hacer Turkoglu
- How to incorporate media literacy into general education curricula by Dennis O. Frohlich and David Magolis
- Mapping media literacy assessment: A systematic review to connect the dots by Lara Azar, Casey Frechette, Hafsa Zia, and Joy Amulya
- Fostering responsible AI use in communication: An integrated approach to digital literacy education by Omer Keynan, Liron Mishkin Drezner, and Yuval Gozansky
Go to https://digitalcommons.uri.edu/jmle/vol18/iss2/
Photo by Sheila Webber: a nice flat white, August 2026

SCONUL AI and Information Literacy CIG meeting

There is an online meeting of the SCONUL AI and Information Literacy Community of Interest Group meeting on 3 September 2026, 11.00-12.30 BST. This is free, open (I think) to those who are in libraries which belong to SCONUL (i.e. college, national and university libraries in the UK). It "will focus on AI, Academic Integrity, and the Library's role and responsibility. We look forward to hearing from colleagues around the sector on perspectives in developing practice and on the approach to developing teaching and guidance to help steer students and colleagues in making ethical use of AI in research habits and helping to address acknowledgment and citation concerns." Email sconul@sconul.ac.uk for registration details.
Photo by Sheila Webber: poppies, July 2026

Information Literacy in Ghana, Bulgaria, Germany and Dubai

One paper from the WLIC conference that tool place in Busan, South Korea, last week and two papers from the IFLA Information Literacy Section satellite meeting to the WLIC conference (they are all short full-text papers): 
- A Case Study of Public Libraries in Ghana: Equipping Students with Critical Information Literacy Skills in the Age of AI and Misinformation by Ugne Lipeikaite and Ramune Petuchovaite https://repository.ifla.org/handle/20.500.14598/7250 
- AI, Misinformation, and Trust in Higher Education: Information Literacy Approaches of University Librarians in Germany and Bulgaria by Munazza Jabeen, Claudia Lux and Marina Encheva. https://repository.ifla.org/handle/20.500.14598/7249 
- Using 360° Tours and AI-Generated Media to Support Inclusive Discovery and Information Literacy by Sayed Mahmoud
Photo by Sheila Webber: no rain on Blackheath for many weeks, August 2026

New articles: Information Behaviour - health; older people; cavers; emotions; communication; Science reporting

The last couple of issues of Journal of Documentation include the following (subscription publication):
- Delellis, N.S. & Rubin, V.L. (2026). The potential impact of concussions on information behaviour. Journal of Documentation,82(4), 1021–1041. https://doi.org/10.1108/JD-10-2025-0304 (From the abstract) "This literature review highlights a gap in evaluating how concussion symptoms could disrupt IB and theorizes how persistent concussion symptoms (PCS) such as physical impairments (visual and auditory) and cognitive impairments (deficits in memory, attention and processing speed) could impact IB. Potential IB disruptions are theorized using Kuhlthau’s (1991) Information Search Process Model. Library supports for conditions with similar physical and cognitive impairments are reviewed to theorize possible approaches that could be of benefit for individuals with PCS." 
- Wang, F. & Yue, Z. (2026). Understanding the information practice of elderly people in social welfare access: a perspective of policy information reach. Journal of Documentation, 82(4), 1064–1095. https://doi.org/10.1108/JD-10-2025-0298 
- Buchanan, S. (2026). The role of health information behaviour research for informing health communication: exploring and mapping connections and impact pathways. Journal of Documentation, 82(3), 640–656. https://doi.org/10.1108/JD-08-2025-0237 
- Anqi, W., Arina Anis, A., Emma, M., Chenglin, Z., Yilian, M., Yihan, Q., & Yunyao, L. (2026). Emotions affecting motivation and information behavior in problem solving: a systematic literature review. Journal of Documentation, 82(3), 497–507. https://doi.org/10.1108/JD-05-2025-0146 
- Beaton, T.L.S. & Allison-Cassin, S. (2026). Following the guideline: an investigation into the information-seeking behaviors of “serious leisure” technical cave divers. Journal of Documentation, 82(3), 567–587. https://doi.org/10.1108/JD-08-2025-0231 
- Iwaniec-Thompson, M., Sormanen, N., Thelwall, M. & Holmberg, K. (2026). "We do the best we can with the information we have” Science reporting referencing retracted papers in the UK and Finland. Journal of Documentation, 82(3), 624–639. https://doi.org/10.1108/JD-01-2026-0009
Photo by Sheila Webber: at the BBC Proms, August 2026

GAIN: Generative AI literacy and kNowledge Framework Project Report

A report from some of my colleagues here at Sheffield University School of Information, Journalism and Communication, together with authors from the University of Cape Town: 
Cannizzaro, S., Abbott, P., Brooks, L., Mfengu, A., Raju, R. & Wagg, S. (2026). GAIN: Generative AI literacy and kNowledge Framework Project Report. https://doi.org/10.15131/shef.data.32336400
"In this report we present the results of a review-based study of AI literacy guidelines from a select number of British and South African Universities. The objective of this project was to conduct an initial exploration of AI literacy guidelines from an equity, diversity and inclusion (EDI) perspective across a wide spectrum of institutions in the two aforementioned contexts (UK and South Africa), establishing a foundation for a more systematic and inclusive integration of these principles within broader HEI GenAI policy guidelines. In the report, we provide some observations about distribution patterns of the guidelines across the UK and South Africa, and an outline of the extent to which GenAI literacy training frameworks appear to have incorporated principles around EDI"
Photo by Sheila Webber: fallen cherry blossoms, April 2026

Critical AI

I haven't explored it fully, but there is interesting material on Olivia Guest's Critical AI site: papers, blog posts and videos, and some nice summaries of a few key projects at the foot of the page. Guest co-authored the paper that I blogged a few weeks ago. 
The site includes a link to the Critical AI Literacy (CAIL) project site.  The outputs of that project all look interesting, but my eye was caught by one of the shorter ones entitled To Improve Literacy, Improve Equality in Education, Not Large Language Models. 
Go to https://olivia.science/ai/
Photo by Sheila Webber: the sky this morning

Recordings and presentations from #LILi (Lifelong Information Literacy) conference

The slides and recordings are available for the excellent LILi (Lifelong Information Literacy) conference that took place online in July 2026. The recording links (one recording for each day) are at the top of each day's page, and the slides are linked session by session. There were lots of interesting talks, with both practical examples and ideas to refelect on afterwards (also lively dialogue in chat), and it was one of those conferences that you are sorry has to end. The theme was Artificial Intelligence Meets Information Literacy: Challenges and Opportunities for the Future.
I did a talk at the start of day 2 I think you're talking about information literacy, which had four elements: Why am I not more excited about AI?; The overlap of Information Literacy and Generative AI; My approach to teaching and learning; Generative AI in Information Literacy education - example. I refer back to some of the talks that had been given on day 1 of the conference.
Go to https://lili.libguides.com/lili2026conference/Schedule for the links (the first day is displayed, click on the tab at the top for the 2nd day)

The Role of the Public Library in Combating Misinformation and Disinformation

Published in June 2026:
Buchanan, S. & McMenemy, D. (2026). The Role of the Public Library in Combating Misinformation and Disinformation: a Review and Action Plan Public report for Arts Council England. https://www.artscouncil.org.uk/research-and-data/our-research-library/role-public-library-combating-misinformation-and-disinformation-review-and-action-plan
They surveyed 372 public library staff in England "to explore how staff understand, experience, and respond to mis/disinformation in their communities, and what support they need to fulfil their civic role" "Our findings highlight that public libraries in England are staffed by an educated and motivated workforce well-positioned to address mis/disinformation, but that most staff are equipped with little more than intent due to various infrastructure limitations."
They make 4 recommendations
"1. A national programme of library staff education and training to address mis/disinformation.
"2. A national open access repository of library resources for addressing mis/disinformation.
"3. A national partnership agreement for addressing mis/disinformation.
"4. National library policy and operational guidance for addressing mis/disinformation."

There is a commentary on this from the UK's Information Literacy Group
Gill, S. (2026, July 23). Combating Misinformation and Disinformation in our Public Libraries – an Information Literacy Group perspective. https://infolit.org.uk/combating-misinformation-and-disinformation-in-our-public-libraries-an-information-literacy-group-perspective/
Photo by Sheila Webber: giant rhubarb leaf, July 2026

New articles: Assessment; Medical students; AI and primary source literacies; Critical infolit; Everyday Life Information Seeking

The latest issue of open-access Communications in Information Literacy (vol 20 no. 1) is the first under the new editorial team. It comprises:
- Application of Information Literacy Skills to Everyday Life Information Seeking in College Students: Implications for Instruction by Stephanie Ward, Rachel Dineen, and Darren Ilett
- Assessment of Information Literacy Instruction in Reference: Applying VanScoy’s Conceptual and Procedural Framework in Practice by Vanessa Arce
- Exploring Information Literacy Skills, Attitudes, and Barriers Among Medical and Nursing Students in Bahrain: A Mixed-Methods Perspective by Asif Altaf, Suchita N. Dsilva, Simple Sibi Joseph, Fida Mukhtar, Muhammad Zeeshan, and Bindhu Nair
- "An Open Mind and a Critical Stance": A Content Analysis of Information Literacy Integration into a Course about Poverty and Discrimination by Ashley Shealy, C. Rebecca Oldham, Clay Oldham, and Tara L. Griffith
- Critical Information Literacy in Higher Education: An Evolution in Theory, Practice, and Assessment by Dan Williford
- Information Literacy Tutorials for High Enrollment Courses: An Iterative Design-Based Approach by Kimberly Casey and Rebekah Heleen
- The Spectrum of Authority: A New Approach to Teaching AI and Primary Source Literacies by Kristen Howard
- Research Matters: Problem-Setting: A Research Reflection Process by Merinda Kaye Hensley
Plus an editorial and a book review. Go to https://pdxscholar.library.pdx.edu/comminfolit/vol20/iss1/
Photo by Sheila Webber: hydrangea in the park, July 2026

UNESCO - MIL in Lebanon and Kyrgystan - and hate speech

A couple of news releases from UNESCO reporting on Media and Information Literacy initiatives:
UNESCO. (2026, July 9). Walk Into Truth: Youth from South Lebanon Strengthen Critical Thinking and Media and Information Literacy. https://www.unesco.org/en/articles/walk-truth-youth-south-lebanon-strengthen-critical-thinking-and-media-and-information-literacy

UNESCO. (July 23). Youth capacities in media and information literacy for peacebuilding enhanced in Osh, Kyrgyzstan. https://www.unesco.org/en/articles/youth-capacities-media-and-information-literacy-peacebuilding-enhanced-osh-kyrgyzstan

Also a fairly recent publication:
Roksa-Zubcevic, A. (2026). Media and information literacy: combating hate speech in the digital age.  https://unesdoc.unesco.org/ark:/48223/pf0000398298?posInSet=1&queryId=0e9a466e-b510-4d4f-9c90-b17b7ecc3913
Photo by Sheila Webber: roses, July 2026

Digital Backlash & Digital Futures

A couple of recordings of talks organised by Edinburgh University's Centre for Research in Digtal Education.
- Ingrid Forsler: The Digital Backlash in Education: Panic, Politics, or Pedagogy?  This took place on 5 May 2026: https://www.de.ed.ac.uk/event/ingrid-forsler-digital-backlash-education-panic-politics-or-pedagogy?
- Professor Jen Ross's Inaugural Lecture: What does it take to make new digital futures for education? This took place on the 10 June 2026. https://www.youtube.com/watch?v=nYLMclUx908
Photo by Sheila Webber, of me in Second Life, June 2026. Jen Ross mentions SL in her talk (Edinburgh were very active in teh earlier days of SL)

AI Essentials for Academic Libraries

AI Essentials for Academic Libraries: Beyond the Basics is a free "bit sized" three part series that is sent to you via email. The three parts are:
Modular 1: Connecting Libraries to the AI ecosystem
Modular 2: Pedagogical Road for Teaching AI Literacy
Modular 3: How AI Is Creating Library workflow Efficiencies.
It is produced by Choice and Clarivate. 
There is more information and a registration form at https://www.choice360.org/ai-essentials-for-academic-libraries-beyond-the-basics/
Photo by Sheila Webber: in the Botanic Gardens, July 2026

Policy recommendations on disinformation and media literacy

Published in May 2026:
EAVI - European Association for Viewers Interests. (2026) Teachers 4.0 Digital Age: Policy recommendations on disinformation and media literacy for national and EU policymakers https://eavi.eu/wp-content/uploads/2026/07/Teachers-4.0_WP6_D.6.3.-Policy-Recommendations_EAVI.pdf
It is an output of Teachers 4.0 digital age project which includes in its aims "Development of a comprehensive curriculum that will guide teachers and educators in the ways they may teach their students the necessary skills to thrive in the digital age."
Photo by Sheila Webber: border in Botanical Gardens, July 2026

Recent articles: One-shots; Students and AI; Teaching referencing

The latest issue of the Journal of Academic Librarianship (vol 52 issue 4) includes the following (priced, unless it says they are open access):
 - Exploring alternative approaches to the one-shot by Elizabeth Borges, Faith Rusk (open access)
- Teaching citation in the age of generative AI: Rethinking research literacy, academic integrity, and epistemic responsibility by Dag Øivind Madsen, Emmanuel Sirimal Silva (open access)
- ‘I shouldn't be saying this’: Library-based student confessions about AI, cheating, and academic integrity by Sarah T. Zipf, Tiffany Petricini, Steve Borrelli
- University libraries in the age of generative AI: Perceptions and usage among students in developing countries by Bolaji David Oladokun, Diana Atuase, Gloria Tachie-Donkor, Tshepho Lydia Mosweu, Panorea Gaitanou
Go to https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/52/issue/4 
Photo by Sheila Webber taken in Second Life, July 2026

How children's health literacy can shape the future of global health

An interesting podcast on children's health literacy. It is the first in a series from Children for Health. Dr Lilanga Hasini Batawalage, CEO of Children for Health discusses How children's health literacy can shape the future of global health with Dr Gaya Gamhewage, Director of Communications at the World Health Organization. Topics include "Children’s health literacy and why it extends beyond access to information" and indeed ways in which information is communicated. 
Go to https://www.youtube.com/watch?v=V067dqy5hnk
Photo by Sheila Webber: the black cat in the Botanics, July 2026

New books: Faculty and Librarian Partnerships

These books can be bought individually or as a set:
Dye-Reeves, A. & Watson, E. (Eds.) (2026). Faculty and Librarian Partnerships, Volume 1: Information Literacy and Faculty Empowerment. ACRL. Price US $85 (ALA Member $76.50). Item Number 979-8-89255-617-0 https://alastore.ala.org/faculty-and-librarian-partnerships-volume-1-information-literacy-and-faculty-empowerment?
Dye-Reeves, A. & Watson, E. (Eds.) (2026). Faculty and Librarian Partnerships, Volume 2: Customized Program Support. ACRL.  Price US $85 (ALA Member $76.50). Item Number 979-8-89255-367-4  https://alastore.ala.org/faculty-and-librarian-partnerships-volume-2-customized-program-support?
Photo by Sheila Webber: colourful border, July 2026

Contra Literacy-Laundering

Recently published: Ray, I.& Guest, O. (2026). Contra Literacy-Laundering: Mechanistic Critical AI Literacy. Zenodo. https://doi.org/10.5281/zenodo.21222978
"When technology companies offer teachers and students ‘AI training’ or promote ‘AI literacy,’ they are engaged in brand marketing, framed as a progressive, philanthropically fundable intervention. The literacy label locates the problem in users’ understanding rather than in systems’ design, and in doing so, displaces accountability from the companies that built and profit from these systems toward the educators and students who are expected to become fluent in them, and forecloses the prior question of whether fluency is the goal at all. The accommodation reflex, in its institutional form, makes un-training structurally unthinkable by presupposing integration as inevitable; a critical account of AI literacy, by contrast, is not primarily about how to use systems but whether, when, and under what conditions their use is warranted" 

Also interesting, thanks to Bill Johnston for just alerting me, is: Chow, A.R. (2026, February 19). The People vs. AI. Time. https://time.com/7377579/ai-data-centers-people-movement-cover/
Photo by Sheila Webber: hydrangea, July 2026

Webinar: Leveraging Librarian Faculty Partnerships to Demystify the Scholarly Conversation

There is a free webinar Leveraging Librarian Faculty Partnerships to Demystify the Scholarly Conversation on 28 July 2026 at 12noon US Eastern time (17.00 BST). Presenters are Kristina Bush (Library Experience Manager, Boston University Libraries, USA) & Maria Gapotchenko (Master Lecturer, Boston University Writing Program, USA) and the organisers are at Ohio State University, USA.
"The ACRL Information Literacy Frame of the Scholarly Conversation can often be tricky to teach, particularly to first-year undergraduates without much exposure to disciplinary fields and activities. Many of the associated knowledge practices and dispositions require decoding the hidden curriculum to understand the practice of scholarship."
"Through close partnership and collaboration, a librarian and Writing Program faculty member at Boston University have turned to the metaphor of the Burkean Parlor to demystify the concept of the scholarly conversation for undergraduate students embarking on their first research project. The presenters will share the Burkean Parlor activity and assignment they developed and student-created artifacts reflecting their learning. Participants will consider how they can incorporate this framing into their own instruction practice - whether as librarians or faculty - and how the activities might be adjusted depending on the depth of faculty-librarian collaboration."
Register at https://osu.zoom.us/webinar/register/WN_8RMvyUE0T_qKFDoTtsZDPw#/registration
Photo by Sheila Webber: rose, Botanical Gardens, July 2026

#CALC26 Recordings available

Recordings of most of the sessions (i.e. the sessions where permission was given) are now available from the 6th Critical Approaches to Libraries Conference (CALC) which took place 12-14 May 2026. Thanks are given to the volunteers who transcribed the recordings. 
Slides, recordings and abstracts can be accessed here: https://sites.google.com/view/calcconference/calc2026. This is the Youtube channel https://www.youtube.com/@calcconference997/videos 
There is also an archive of previous conferences: https://sites.google.com/view/calcconference/past-conferences
Photo by Sheila Webber: poppy with bee, July 2026

New articles: Infolit and politics postgraduates; Sensory knowledge

The latest issue of Learning and Teaching (vol 19 issue 1) includes (open access): 
- Atkinson, D. & Thornton, S. (2026). Information literacy in the postgraduate Politics and International Relations classroom. Learning & Teaching, 19(1). 108-126. https://doi.org/10.3167/latiss.2026.190106 
A survey was administered to taught postgraduate (PGT) students studying Politics at a British and and Austrian univerity (this included students from other countries as well). In the conclusion the authors note limitations of the study, but say that "the main finding of this research is unambiguous: namely that, unless the students surveyed here were wholly unrepresentative of the wider population, we simply cannot assume that all – even most – PGT students can confidently manage, critically engage with, and use ethically any sources of information they might encounter. Where comparison with undergraduate students was possible, PGT students surveyed did generally suggest higher levels of information literacy but not by an overwhelming degree, and in some aspects – including awareness of any previous information literacy training – there was barely any difference at all. If this finding proves not to be a one-off, then this discovery has important implications for the ability (or not) of PGT students to deal with information in a sufficiently sophisticated manner to do well in their academic studies, particularly in a discipline such as Politics and International Relations. This conclusion would be striking enough in a world in which generative AI tools were not liberally available. That we now do live in such an environment only makes this finding even more concerning. As the authors argued even before this new information revolution kicked off, the discipline really does need to wake up and start to take information literacy seriously."

- Lane, K., Welch, C. & Miller, A. (2026). Music in the city : Teaching and learning through the senses. Learning & Teaching, 19(1). 108-126. https://doi.org/10.3167/latiss.2026.190102 (This discusses sensory knowledge) 
Photo by Sheila Webber: found allium seed head, July 2026

Media Literacy strategy

Ofcom (UK's communications watchdog) have published a mid-term evaluation of their Media Literacy strategy. 
"The evaluator commissioned by Ofcom [Bigger Picture Research] used evidence from a range of sources in this evaluation including 33 interviews with relevant stakeholders, and two surveys sent out to our Network of over 700 individuals or organisations." Sadly, libraries are only mentioned in one paragraph, and librarians not at all: though, to be fair, journalists aren't mentioned either. 
Go to https://www.ofcom.org.uk/siteassets/resources/documents/research-and-data/media-literacy-research/making-sense-of-media/media-literacy/mid-term-evaluation-of-ofcoms-3-year-media-literacy-strategy-2024-2027.pdf
Photo by Sheila Webber: this cat in the Botanical Gardens is probably not much bothered by Ofcom: July 2026

Webinar: Designing AI Literacy Workshops: Practical Strategies for Library Instruction

ACRL ULS Professional Development Committee has organised a free webinar on 22 July 2026 at 13.00-14.00 USA CST (19.00-20.00 BST): Designing AI Literacy Workshops: Practical Strategies for Library Instruction. It is presented by Victoria Antwi (Stetson University, USA).
"This webinar will guide participants through the process of designing and facilitating AI literacy sessions - either as stand-alone workshops or as components integrated within library instruction. Drawing on a tested three-part workshop series implemented at a university library and detailed in the presenter’s recently published book Evaluating AI-Generated Content: A Practical Guide for Educators and Librarians, the program will share practical lesson plans, sample activities, and frameworks aligned with the ACRL Framework for Information Literacy for Higher Education and Universal Design for Learning (UDL) guidelines."
Register at https://ala-events.zoom.us/webinar/register/WN_A-QiA3b_Q7eOQtEhd9wALg
Photo by Sheila Webber: summer grass, June 2026

Strengthening Europe through public libraries

A new report is:
OMC Group on the Role of Libraries. (2026). Strengthening Europe through public libraries: How sustained investment in public libraries and their multiple roles delivers social, cultural and democratic returns. European Union. https://data.europa.eu/doi/10.2766/1906144
"The OMC Group brought together 36 experts from 25 EU Member States, with input from non-EU countries including Georgia, Iceland, Moldova, Norway, Switzerland, Türkiye, Ukraine and the United Kingdom." It includes summaries of national policy & strategy related to public libraries in the countries, and examples of "best practice". The Group emphasises "that it is vital for public libraries to be recognised by the EU, Member States and regional and local governments as essential services for which free access must be guaranteed. This right of access should be grounded in the European Pillar of Social Rights" and also that public libraries need to be supported by national policy.
A quick search showed that information literacy, or media and information literacy, was mentioned in a few of the national policy summaries (Lithuania, Slovenia, Latvia and Spain) and in some best practice examples. OMC= Open Method of Coordination, by the way.
A public library makerspace: Credit: Beth Filar Williams (2023, September 22) Rotterdam public library. https://flic.kr/p/2p4CyYY

New articles: Critical Information Literacy; Teaching IL; Critical Indigenous Studies Liaison Librarianship

The latest issue of open-access College & Research Libraries (Vol 87, No 4) includes: 
- Two Decades of Critical Information Literacy: A Review and Analysis of the Literature by Eamon Tewell
- The State of Critical Indigenous Studies Liaison Librarianship: A Landscape Analysis by Kathryn Randall, Alexander Watkins, Adrienne VandenBosch 
- Information Literacy Instruction Redux: What Are Instruction Librarians Doing Now? by Heidi Julien, Jesus Montiel Hernandez, Melissa Gross, Don Latham
Go to https://crl.acrl.org/index.php/crl/issue/view/1700/showToc
Photo by Sheila Webber: A pleasant tea tray, July 2026.

Developing a Teaching Style

A blog post with short reflections from three first-year academic librarians on their experiences of teaching. 
ACRLog Team. (2026, June 10). Developing a Teaching Style… In Style! https://acrlog.org/2026/07/10/developing-a-teaching-style-in-style
Photo by Sheila Webber: rose, June 2026

Webinar: Exploring the Integration of Information Literacy After a Faculty Development Workshop

On 20 July 2026 at 12 noon US EAST (17.00 BST) there is a free webinar: When Faculty Are Our Students: Exploring the Integration of Information Literacy After a Faculty Development Workshop. 
"In this webinar, we explore if library-led teaching professional development programming is effective for integrating information literacy into courses and/or curricula. The presenters conducted semi-structured interviews with nine participants from a formal library-led teaching professional development program. In the presentation, the presenters will share initial results from their study and discuss the implications for how we might approach the goal of supporting the integration of information literacy into the curriculum." This is part of Ohio State University's Meaningful Inquiry programme. 
Register at https://osu.zoom.us/webinar/register/WN_ZbCd64DSRoejQB8NiqOeLg#/registration
Photo by Sheila Webber: Rhododendron, May 2026

Reuters Institute Digital News Report 2026

The annual Reuters Institute Digital News Report report, which has international comparisons and short overviews of individual countries, identifies that "Social media and video networks are now the most widely used sources of news globally, ahead of both TV news" "Around a quarter (27%) of respondents globally get some news from news-focused individual creators or influencers, and almost half (46%) get some news from creators of any type." Online news video is the majority mode of consumption. 
Reuters notes a paradox, in that use of platforms and influencers is growing, but there is also distrust and awareness of the possibility of misinformation. "Trust in news has fallen in 29 of our 48 markets this year" - the lowest sinnce they started this publication. 
Use of AI has also grown "The use of AI chatbots for news is growing quickly but not as quickly as AI use for other purposes: 10% of people use AI chatbots for news, up from 7% last year. Usage is predominantly by those most interested in news and is more concentrated among younger audiences (16% of under-35s report using AI chatbots for news)." Interestingly, they identify that interest in "news" generally has fallen in many countries. 
There is lots of good detail in the report. The researchers adminstered surveys online internationally, and the methodology section lays out the limitations. 
Egan, J. et al. (2026). Reuters Institute Digital News Report 2026. https://reutersinstitute.politics.ox.ac.uk/digital-news-report/2026
Photo by Sheila Webber: wild urban poppies, June 2026

Pressing prompts

Pressing Prompts, was recently published by Duke University , USA, with "activities, resources, and learning notes" around three themes:
- Trust & Truth: How do we evaluate what AI tells us?
- Power & Access: Who controls AI and who is affected?
- Self & Society: How does AI change us and our world?
It is "designed for dialogic and experiential learning". It already has useful material and they say that they also welcome further ideas. It is desgned for university-level use and (implicitly) North America, but could be applied more widely.
Go to http://pressingprompts.org/
Photo by Sheila Webber: Foxgloves, June 2026

Strategic Implications of AI Futures for Research Libraries

ARL & CNI have published a report which summarises the outcomes from a scenario workshop held a year and a half ago (on AI Futures for Research Libraries) and analyse progress since then (referring to North American academic libraries). To quote from the Executive Summary
"Priorities have shifted toward governing the AI already embedded in enterprise and library platforms. At the same time, external requirements are tightening, making embedding disclosure expectations into research and teaching workflows increasingly urgent. These findings confirm that the window for proactive positioning is open but narrowing. Research libraries that treat AI governance, workforce development, and collection strategy as integrated priorities will be best positioned to lead their institutions through an uncertain but consequential decade and to shape what research libraries become by 2035."
There is emphasis on developing AI literacy of staff, and also developing frameworks of AI literacy to embed in curricula. I was rather disappointed with the small extent to which connection was made between AI Literacy and IL, though.
Estlund, K. & Vitale, C.H. (2026). Strategic Implications of AI Futures for Research Libraries: Workshop Report. Washington, DC: Association of Research Libraries and Coalition for Networked Information. https://doi.org/10.29242/report.futurescape2026.
Photo by Sheila Webber: Botanics, May 2026

Webinar: From Information Literacy to Gen-AI Literacy: Continuity or Change?

Dr Ellie Abdi (Curtin University, Australia) gives the second iSchools Community Keynote free online on 15 July 2026, 19.00 Australian Eastern Standard Time; 05.00 US EST; 10.00 UK BST; 17.00 China Standard Time with the title From Information Literacy to Gen-AI Literacy: Continuity or Change?
"Technologically enabled information environments have continually evolved, from computers to the internet to social media, each reshaping how people encounter, interpret, and participate in information ecosystems. Across these transitions, information literacy has remained a central capability, supporting effective and meaningful engagement with information despite changing tools and platforms. This keynote explores whether this pattern continues in AI-generated information environments, and considers whether Gen-AI literacy should be understood as a distinct literacy domain or as a contemporary expression of information literacy."
The Zoom link will be on this page https://www.ischools.org/community-keynotes

Book: The Patina of Distrust

One of the joint-winners of the ASIS&T information science book of the year award is:
Mitchelstein, E., Boczkowski, P.J., Wagner, M.C. & Suenzo, F. (2025). The Patina of Distrust: What People Do with Misinformation. MIT Press. https://mitpress.mit.edu/9780262550765/the-patina-of-distrust/ ISBN: 9780262550765
The online open access version is here https://direct.mit.edu/books/oa-monograph/6048/The-Patina-of-DistrustWhat-People-Do-with
The book analyses news reception in Argentina’s 2019 presidential election "drawing from interviews, survey data, and experiments" and they also more briefly address reception of news in the COVID19 pandemic and the 2023 election of the Argentine president Javier Milei. They focus on "the dynamics of reception that mediate between the production and spread of misinformation on the one hand, and its potential effects on the other"
Photo by Sheila Webber: foxtail lily, June 2026

Googling

I learned something from:
Cohen, J. (2026, June 19). Google's AI Overviews Aren't Going Anywhere. But I Figured Out How to Hide Them. https://uk.pcmag.com/ai/152436/google-ai-overviews-arent-going-anywhere-4-tricks-to-hide-them (although the 4th tip is basically "use a different search engine"). These tips have become more useful because ...
Perez, S. (2026, May 19). Google Search as you know it is over. Techcrunch. https://techcrunch.com/2026/05/19/google-search-as-you-know-it-is-over/ - also ...
- Perez, S. (2026, July 6). If you use Google, you’re training its AI. Here’s how to opt out. https://techcrunch.com/2026/07/06/if-you-use-google-youre-training-its-ai-heres-how-to-opt-out/
Image created using Midjourney AI

Event: Information Literacy in a Disrupted Information Ecosystem

The IFLA Information Literacy Section and the Busan Metropolitan Library have organised a free in-person Satellite Meeting on 8 August 2026, in Busan, Korea: Information Literacy in a Disrupted Information Ecosystem: AI, Disinformation, and Trust.
Presentations are:
- Case Study of Ghana Public Libraries: Equipping Students with Critical Literacy Skills in the Era of AI and Disinformation (Ramunė Petuchovaitė)
- Strengthening Trust through Curated Connections: Transforming the Information Environment with Education, Grounded Curation, and Open Pedagogy (Cyril Oberlander)
- Building Digital Resilience through Metaliteracy: Meme-based Pedagogy to Counter AI-driven Disinformation (Changhong Wu)
- AI, Disinformation, and Trust in Higher Education: Information Literacy Approaches of University Librarians in Germany and Bulgaria (Munazza Jabeen)
- The Role of AI Refusal in Media and Information Literacy Programs (Kelly McElroy)
"In addition to these academic exchanges, participants will enjoy a special Korean cultural performance and a guided tour of the Busan Metropolitan Library."
Event page at https://library.busan.go.kr/busanlibrary/html.do?menu_idx=262
Registration at https://docs.google.com/forms/d/e/1FAIpQLSclpkLk4TX8OBqWJpIO9gXZn279plfnYytFA4mHn0KgFDLZ5w/viewform

Critical AI Literacy Framework

 The Open University published in 2025 their Critical AI Literacy Framework which "treats ‘literacy’ as a ‘social practice’, i.e. something individuals do rather than possess". and is concerned about issues of equality and social justice. It has six elements: AI concepts and applications; Learning and Teaching with AI; AI ethics; AI creativity; AI in society; AI [in] careers. It can be downloaded at  https://about.open.ac.uk/sites/about.open.ac.uk/files/files/OU%20Critical-AI-Literacy-framework-2025.pdf
There is also a blog post about this framework and their Responsible by Design framework at  https://www.open.ac.uk/blogs/learning-design/?p=2288
Photo by Sheila Webber: Botanic Gardens, June 2026

Critical IL and AI Literacy

Baer, A. (2026). When Is Critical AI Literacy Critical? Critical AI Literacy Discourse and Principles of Critical Pedagogy. Library Trends, 74(4), 742-759.  https://doi.org/10.1353/lib.2026.a992003 (open access)
"In academic librarianship, calls to teach a version of artificial intelligence (AI) literacy that requires generative AI (GenAI) use are usually accepted as common sense. Most in our profession would agree that libraries and instruction librarians need to respond to technological changes and to help prepare students to engage with the research tools available to them. At the same time, the well-documented costs and harms bound up in the development and use of GenAI technologies are in conflict with the values and goals of many librarians, especially those who align their teaching with critical pedagogy principles like examining systems of power and social and political inequities, investigating assumptions and working for a more just world, and affirming student and teacher agency. To explore current and potential ways to teach about GenAI technologies through a critical pedagogy lens, I examine discourse on (critical) AI literacy and related resources and how they reflect or deflect critical pedagogy principles."
Photo by Sheila Webber: foxglove, June 2026