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

Registration open: #LiLi conference: #AI Meets Information Literacy

Registration is now open for the free online LiLi (Lifelong Information Literacy) Annual Conference, 23 July 2026 (9.30 – 14:10 US PDT, which is 17.30-22.10 BST) and 24 July 2026 (9.30- 12.50 US PDT). The conference theme is Artificial Intelligence Meets Information Literacy: Challenges and Opportunities for the Future.
The programme is at https://tinyurl.com/yky9n3va I am very happy to say that I was invited to start the 24 July day addressing its theme of AI and information literacy! There are lots of interesting talks over the 2 days, so I'm very much looking forward to it. 
Register by 17 July at https://tinyurl.com/ye9aurdt Register for live participation (limited to 300 simultaneous participants) + recordings, or just a link to the recordings. 

Call for papers: #RAILS

The call for proposals for RAILS (Research Applications in Information and Library Studies) which will be held 1-3 December 2026 in Adelaide, Australia, closes on 20 July 2026. The conference includes the Australasian Information Educators' Symposium (AIES), a Doctoral Consortium, and Keynote Sessions. The conference theme is New Ideas, New Beginnings.
They "welcome submissions across a wide range of topics, including professional practice, community engagement, knowledge organisation, literacy and reading cultures, archives and records management, digital inclusion, leadership, and innovative service delivery. ... we particularly encourage contributions that explore the broader professional, social, and cultural dimensions of library and information work."
Go to https://railsconference.wordpress.com/call-for-proposals/
Photo by Sheila Webber: Sculpture (Lisa Slade: the life of stars), Adelaide, July 2019

Webinar: ACRL Framework for Information Literacy Sandbox

A free webinar hosted by ACRL's EBSS Education Committee is on 10 July 2026 at 12.30pm US EST (17.30 BST) on the ACRL Framework for Information Literacy Sandbox. 
"The webinar features Sarah Hood, Reference and Instruction Librarian at Santa Fe Community College [USA]. She will share her experiences exploring the ACRL Framework for Information Literacy Sandbox: a tool for both finding and sharing instructional materials. Attendees will leave with a clear understanding of the Sandbox's relevance to academic libraries, how to search for and submit resources, and why contributing to the Sandbox matters for professional visibility." 
The webinar is at http://csulb.zoom.us/j/5629854509 (no registration). 
The Sandbox is at https://sandbox.acrl.org/
Photo by Sheila Webber: a busy bee, June 2026 (I think this could be a foxtail lily)

Information Literacy and democracy

Two articles today focusing on Information Literacy and democracy, both by Bill Johnston. Firstly an article that will form part of a special issue of Information Matters (on Information Literacy: A Discipline for the Future) that Bill, Clarence Maybee, Karen Kaufmann, John Budd and I are currently putting together. I will link to more of these articles in future posts. 
- Johnston, B. (2026, June 5). Information Literacy (IL) and political engagement in a time of information dystopia: Supporting deliberative democracy and citizen’s assemblies. Information Matters. https://informationmatters.org/2026/06/information-literacy-il-and-political-engagement-in-a-time-of-information-dystopia-supporting-deliberative-democracy-and-citizens-assemblies/

Secondly, an article that is published by the Commonweal Scottish think-tank and also in the newspaper The National which also refers to the place of IL:
Johnston, B. (2026, June 25). Where now for informed citizenship post-Election? Commonweal. https://www.commonweal.scot/articles/magazine-n3egl
Image created with Midjourney AI

Webinar: Training on Generative AI and Hybrid Influence

The European Digital Media Observatory (EDMO) is running a free online session on 6 July 2026 14.30-16.30 CEST (so, an hour earlier in the UK, 6 hours earlier US Eastern time): Training on Generative AI and Hybrid Influence – How do we make sense of what we hear and see? 
"The session begins by establishing a shared analytical foundation around key concepts, including generative AI, deepfakes, synthetic media, hybrid influence, and AI-mediated communication. It then examines how these developments challenge existing assumptions about authenticity, trust, verification, and media literacy practice. Through European case studies and applied discussion, participants will analyse how synthetic and manipulated content circulates across digital environments, how influence campaigns operate in practice, and what this means for journalism, education, civic participation, and democratic resilience. Particular attention will be given to the evolving role of media literacy in synthetic information environments, including emerging European approaches to AI and media literacy competencies. The session is designed not only to deepen understanding but also to support participants in adapting their own educational, journalistic, and civic practices to a rapidly changing media ecosystem." Go to https://edmo.eu/training/edmo-training-on-generative-ai-and-hybrid-influence-how-do-we-make-sense-of-what-we-hear-and-see/Photo by Sheila Webber: fern, June 2026

New articles: News literacy; Media literacy; Fact checking; Disinformation

The latest issue of the open-access Journal of Media Literacy Education (volume 18 no.1) comprises:
- Building resilience: The influence of the format on the effectiveness of news literacy messages by Patrick F. A. van Erkel, Peter Van Aelst, David N. Hopmann, Claes H. de Vreese, and Joren Van Nieuwenborgh
- Promoting News Literacy with epistemological beliefs, IFLA checklist and AI: Insights from a teacher training program in Italy by Flavio Manganello
- Don’t tell me how to fact-check; show me, and let me try! A media literacy intervention with sixth-graders by Thomas Nygren and Carl-Anton Werner Axelsson
- Productive Disruptions: An equity oriented framework for civic media literacy in the digital era by Carlos Jimenez, Lynn Schofield Clark, and Johnny Ramirez
- The Creative Participation pedagogical approach to media literacy education by Amanda Levido
- Teacher reflections on media and information literacy in Vietnamese K-12 schools: Current practices, challenges, and pathways for improvement by Tinh T.T Le, Minh Tran, Anh Dương, Huong T. Pham, Vy Tran, and Daniel Jackson
- From Y to Z: A cross-generational examination of new media literacy and online information searching strategy by Taibe Kulaksız, Ali Geriş, and Sena Özşirin
- From consumers to creators: Social media information literacy of university students by Thuy Thanh Bui, Quyen Trang Mai Nguyen, Tu Thi Thanh Nguyen, and Minh Cao Luu
- Leveraging critical social media literacy to safeguard youth against violent radicalization and extremism by Muhammad Akram, Adeela Arshad-Ayaz, and Muhammad Ayaz Naseem
- Didactic aspects of education of primary teachers with a focus on strengthening their media literacy and fighting disinformation. Experience from the Czech Republic by Kamil Kopecký and Veronika Krejčí
Go to https://digitalcommons.uri.edu/jmle/vol18/iss1/
Photo by Sheila Webber: border at the botanics, June 2026

Ofcom: Statement on Media Literacy

Ofcom (the UK's watchdog on communications and media literacy) has just published the final version of How to promote Media Literacy: Statement on recommendations for online platforms, broadcasters and services (there was a draft version for consultation and this is the amended version). They say that the recommendations are "are designed to achieve four broad aims" which are that: 
- Services are designed to give people meaningful choice in how they engage with content (Recommendations 1 and 2).
- People are empowered to actively manage and control their own experience (Recommendations 3 to 6). 
- Services contribute to the broader media literacy landscape through partnerships and outreach to build trust (Recommendations 7 to 9). 
- [online platforms etc. are] driving continuous improvement through ongoing evaluation of what works (Recommendation 10). 
The recommendation document includes (for each recommendation) a summary of the responses to the original document and Ofcom's response to the responses, plus their final formulation.
This is the link to the documents  https://www.ofcom.org.uk/media-use-and-attitudes/media-literacy/how-to-promote-media-literacy-consultation-on-recommendations-for-online-platforms-broadcasters-and-services
Photo by Sheila Webber: dandelion clocks, May 2026

Generative AI in Libraries (GAIL) Conference.

Registration is open for the Generative AI in Libraries (GAIL) Conference, free online 13-16 July 2026, at 13.00-16.00 US EST (18.00-21.00 BST) each day. 
"GAIL aims to promote a deeper understanding of how generative AI can revolutionize library services like instruction, research support, collection management, access services, outreach and collaboration, while also addressing the challenges and ethical considerations this new technology brings to libraries."  Live participation is limited to 1,000 people.
More details at https://shsulibraryguides.org/genailibraries

Chatting Info Lit: Desmystifying the publication process

The latest episode (14) of the Chatting Info Lit podcast has been published: Desmystifying the publication process. Jess Haigh, Managing Editor of the Journal of Information Literacy (JIL) "sets out the JIL publishing process step by step, offering some great tips along the way. If you’re booked on (or have attended) a workshop on writing for research by JIL editors, this podcast is a great place to start!" 
It is avaliable at: 
Apple Podcasts: https://podcasts.apple.com/us/podcast/episode-fourteen-demystifying-the-publication-process/id1673423506?i=1000770961870 
Spotify: https://open.spotify.com/show/18iLL0XJhLMg9YW8IXcPSi 
Soundcloud: https://soundcloud.com/chatting-info-lit-podcast/ep14 
Transcript at https://docs.google.com/document/d/1RxD_EZnPshCO77s-RG62_kPbr6YyU4po/edit?usp=sharing&ouid=105844347620717531095&rtpof=true&sd=true
Photo by Sheila Webber: Sheffield Botanic Gardens, May 2026 - green shade is very welcome in the current hot weather

Registration opens: International Conference on Information Literacy

Early bird registration for the International Conference on Information Literacy (ICIL) Africa 2026 is now open. The conference takes place at the University of Nairobi, Kenya, 26–30 October 2026. The conference theme is Empowering Societies through Information Literacy: AI, Data, and Open Media for Sustainable Futures.
Go to http://library.nwu.ac.za/icil-2026-registration

LOEX outputs

The LOEX (US information literacy conference) took place on 7-9 May 2026 and presentations are mostly available. Today I'll link to the pages with lightning talks: https://loexconference.org/lightning-talks-accepted-thu/ and https://loexconference.org/lightning-talks-accepted-saturday/

As a bonus, here's a blog posts from LOEX delegates:
- Ball, E. (2026, June 20). A (Long Overdue) LOEX 2026 Recap. ACRLog. https://acrlog.org/2026/06/20/loex-2026/
- Butorac, K. & Finn, B. (n.d.) LOEX and ARLIS/NA: Two CSB+SJU Librarians Travel to Out-of-State Conferences. https://www.csbsju.edu/libraries/library-blogs/loex/

Book recommendations

From Eleanor Ball, some summer book recommendations "Critical Pedagogy, AI, and More" https://acrlog.org/2026/05/14/summer-break-book-recommendations/
As my own recommendation I'll give Pedagodzilla: Exploring the Realm of Pedagogy which is open access online and can also be bought as a paperback. It is worth reading it through chapter by chapter (each chapter explains a learning theory with reference to something in (pop) culture - starting with "How do spooky Muppets guide Scrooge through transformative learning?") https://www.pedagodzilla.com/the-book/

New book: Media and Information Literacy as Civic Practice

Grosse, M. & Clarke-De Reza, s. (Eds). (2026). Media and Information Literacy as Civic Practice: Lessons from the College Classroom. Taylor Francis. https://www.taylorfrancis.com/books/edit/10.4324/9781003628507/media-information-literacy-civic-practice-meghan-grosse-sara-clarke-de-reza
Interestingly, a minority of contributors come from the library or communications field and the introduction (you can read it free as a sample) identifies that they want to take ML and IL out of their silos.
Photo by Sheila Webber: lovely tree, May 2026

Media and information literacy: combating hate speech in the digital age

Today is United Nations International Day for Countering Hate Speech. UNESCO has organised a webinar today (18 June) at 13.30 CEST (12.30 BST) Countering Hate Speech in the Digital Age: Promoting Information Integrity and Resilient Societies. Short notice, but I only just found out about it. "The event will bring together experts to discuss current challenges and responses to hate speech in digital environments, including the role of Media and Information Literacy in fostering inclusive and resilient societies" 
Register at https://unesco-org.zoom.us/webinar/register/WN_RmmOuj6OQ1O10SkETpVldw#/registration

However, if you can't make the webinar you can look at the new 16-page publication it is launching: 
Roksa-Zubcevic, A. (2026). Media and information literacy: combating hate speech in the digital age. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000398298? 
It sets out the issues and then looks at a MIL response and makes recommendations. 
Not its main purpose, but a useful bonus for this publication is a list at the end of some UNESCO MIL publications (e.g. the Prague Declaration, though unfortunately not the Alexandria Declaration) - UNESCO has moved them around over the years and they can be hard to track down.
Photo by Sheila Webber: Poppy, May 2026

Google: liable for fakery; cannabilising

A couple of items of news and opinion about Google. Firstly a court in Germany has ruled that although Google has previously been found not responsible for incorrect information in its search results, it is liable for misleading and defamatory information in AI summaries. 
"Because the AI summarizes results in its own words, evaluates their content, and presents them in a structured format, the judges ruled that Google creates entirely new, independent statements that go beyond mere links." 
Connor, R. (2026, May 12). German court holds Google liable for fake AI answers. Deutsche Welle. https://www.dw.com/en/german-court-holds-google-liable-for-fake-ai-answers/a-77527661?

Then a perspective from the Register on Google search
Claburn, T. (2026, May 25). Google is cannibalizing the web to feed AI. The Register. https://www.theregister.com/ai-ml/2026/05/25/google-is-cannibalizing-the-web-to-feed-ai/5244641 Subtitle "Google Search used to direct users to web sites; AI Mode will keep them in Google's garden" 
Photo by Sheila Webber: Let's think of chocoloate, rather than of how Google has declined; Lindt world of chocolate, May 2026