Communities of Practice for the Advancement of Library Instruction

This is the book connected with the course I blogged yesterday: I don't think I blogged this open access book when it was published:
Rath, L., Davies Hoffman, K. & Elmore, J. (2025). Communities of Practice for the Advancement of Library Instruction: An OER curriculum. Pressbooks. https://copali.pressbooks.sunycreate.cloud/
They say "This OER provides a curriculum for librarians to create a community of practice related to library instruction. The authors provide everything you would need, including application materials, session agendas, reading lists, and track descriptions."
Photo by sheila Webber: hollyhocks in the botanic gardens, May 2026

Applications for COPALI 2026

Applications are open for the online course/ Community of Practice: Communities of Practice for the Advancement of Library Instruction (COPALI) Deadline for applications is 4 June 2026.
You complete six one week modules asynchronously June 29 - Aug 10 and then there is a final synchronous event the following week. Each module has a different leader and the modules are: Foundations of Instruction; ACRL Framework; Working Within the One Shot; Active learning & classroom management; Collaboration with Faculty; Assessment. Features include "
Connect and collaborate with librarians facing similar teaching challenges; Apply evidence-based instructional strategies to your own practice" Librarians from any country can apply to take part.
Go to https://rath.phd/copali2026 for more information on the course and how to apply.
Photo by Sheila Webber: wild rose, May 2026

Horizon Report 2026

The latest EDUCAUSE Horizon Report: Teaching and Learning Edition has been published. Using the Delphi method, this gives the perspective of (mainly North American) educational technology experts' views on the trends for the Higher Education sector. In addition to a STEEP analysis (aka a PESTLE analysis without the L), this year they identify "Signals of change" (which "point to early, often surprising, indicators of how teaching and learning might evolve.) 
The STEEP analysis has a good deal of AI in it, including under the "Social" factor "AI is reshaping trust in information. AI is changing how people decide what to trust by weakening traditional signs of credibility such as knowing who wrote something, where the information came from, and whether it was built through visible steps, including drafting, citing, and checking sources over time. ... Colleges and universities will increasingly need to help students focus on the skills underneath any tool: evaluating claims, checking evidence, explaining reasoning, and verifying information." hmmm - so .. information literacy needed? (sadly, that is not what they propose) 
The "Signals of Change" section presents practical examples from the (not very "surprising" imho) areas:
Evolving Use Cases for AI Technologies; 
AI Governance and Trust; 
The Changing Landscape of Education Systems; 
Attempts to Improve the ROI of Higher Education; External Pressures on Education Stakeholders. 
This year they don't present alternative scenarios, perhaps because all of the scenarios would end up looking grim (certainly last year's ones all seemed dystopian to me). 
Although I realise I'm sounding a bit sceptical, I do think it is always worth reading this report as it presents the consensus amongst people who have power of educational tech budgets, and does present some interesting examples. Also, it is concisely written. An omission is a statement about whether or not AI was used in producing it (a bit ironic, considering the nature of the report).
Go to  https://library.educause.edu/resources/2026/5/2026-educause-horizon-report-teaching-and-learning-edition 
Photo by Sheila Webber: a horizon, Vancouver, 2024

New articles: AI + IL; Data literacy; Gamification; Services to visually impaired; Virtual reference; International students

The latest issue of the Journal of Academic Librarianship (vol 52 issue 3) includes the following (priced, unless it says they are open access):
- How artificial intelligence is reshaping information literacy in academic libraries: A global Scientometric analysis (2020–2025) by Munazza Jabeen, Claudia Lux (open access)
- How academic libraries can intervene in the frustrating academic information seeking of international students in China by Ming Zhu, Yidang Wang, Yixuan Cao
- Librarians' understanding of instruction in virtual reference services: A just-in-time learning perspective by Nove E. Variant Anna, K. Kiran
- Supporting blind, visually impaired, and print disabled students: Are academic libraries doing enough? by Dick Kawooya et al.
- Breaking the ice: A social exchange study on gamification, library anxiety, and the willingness to return at the University of Malta Library by Ryan Scicluna (open access)
- Digital reference tools and information literacy: Adoption patterns among university communities and their implications for libraries by Shakir Khan, Saad Alzahrani, Nazia Salauddin
- From information to data literacy: Faculty readiness and alignment in the community college by Jeonghyun Kim, Brady Lund, Nelson Santana
Go to https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/52/issue/3
Photo by Sheila Webber: rhododendron, May 2026

Webinar: How does Information Literacy in the First Language Contribute to the Development of Information Literacy in the Second Language?

ASIS&T US Northeast Chapter has organised a webinar: How does Information Literacy in the First Language Contribute to the Development of Information Literacy in the Second Language? on 2 July 2026 at 15.00-16.00 US EDT (20.00-21.00 BST). Free to ASIS&T members, US $25 to others. Presented by Chengyuan Yu (incoming Assistant Professor in the School of Information Science at the University of Kentucky, USA).
"This webinar presents a study examining the mechanisms through which multilingual students’ information literacy (IL) experiences in their first language contribute to their perceived ability to engage in IL practices in a second language. Drawing on translanguaging theory, social cognitive theory, and research on cross-linguistic literacy transfer, the study investigates the interplay among first-language IL experiences, translanguaging self-efficacy, transpositioning self-efficacy, and second-language IL self-efficacy. In addition to variable-centered analyses, a person-centered approach is employed to identify distinct learner profiles based on students’ first-language IL experiences, translanguaging self-efficacy, transpositioning self-efficacy and examine the differences regarding their second-language IL self-efficacy. Findings highlight the critical role of multilingual resources in shaping IL development, offering implications for more inclusive, asset-based pedagogies in multilingual and higher education contexts."
Register at: https://associationforinformationscienceandtechnologyasist.growthzoneapp.com/ap/Events/Register/OOFlRleUaCqCD
Photo by Sheila Webber: narrow path through the greenery, Botanic Gardens, May 2026

University library outreach for transition

McCabe, K. (2026, May 18). Using university library outreach to demystify the transition from high school to higher education. https://www.timeshighereducation.com/campus/using-university-library-outreach-demystify-transition-high-school-higher-education (I think this was sponsored by University of Northern British Columbia, which is why it's open access, but it's still a useful example of information literacy)
Photo by Sheila Webber: Solomon's seal plants, Sheffield Botanical Gardens, May 2026

Online course: YouTube, Instagram, TikTok and beyond

The UK electronic information Group (UKeiG) has organised a half-day online CPD course YouTube, Instagram, TikTok and beyond: video marketing for libraries and cultural organisations on 25 June 2026, 10 am to 1 pm BST. The Course leader is Ned Potter. Cost is: UKeiG/CILIP members £50 + VAT; Non-members £80 + VAT.
More info and registration at https://www.cilip.org.uk/events/EventDetails.aspx?id=2061428&group=201314
Photo by Sheila webber: rhododendron, May 2026

Webinar: Project Outcome for Academic Libraries 101

There is a free webinar from ACRL on 21 May 2026 at 14.00 US EST (19.00 BST): Project Outcome for Academic Libraries 101. Project outcome helps "libraries understand and share the true impact of their services and programs with simple surveys and an easy-to-use process to measure and analyze outcomes. Project Outcome is a free toolkit offering libraries access to training, data analytics, and standardized surveys that measure outcomes in key library service areas." 
One of the areas in the toolkit is Instruction "Services or programs to assist students in their coursework and enhance their learning. Examples include: instruction sessions in classes, library orientation programs, or topic-specific workshops." (i.e. including information literacy education). 
Register at: https://ala-events.zoom.us/webinar/register/WN_mVr2EKYnRjSQUu45Ow76yw#/registration
Photo by Sheila Webber, cherry blossom in May 2026

New items: Graduate students; Outreach; AI Literacy; Digital Reference Services; Google classroom

These are all open access.
- Desilets, M.R. & Pendell, K. (2026) Building Connections with Graduate Students Through Credit-Bearing Instruction. RUSQ: A Journal of Reference and User Experience, 61(3), 15-27. https://doi.org/10.5860/rusq.61.3.8668 
- Mixon, N, Johnson, A. & Taylor, J,. (2026). Microsites as Outreach Tools: A Case for Targeted Engagement in Academic Libraries. RUSQ: A Journal of Reference and User Experience, 61(3), 5-8. https://doi.org/10.5860/rusq.61.3.8666 
- Li, L. & Coates, K. (2026). Navigating the Generative AI Wave: AI Literacy Instruction in Academic Libraries Today.  https://digitalcommons.georgiasouthern.edu/lib-facpresent/313 [a powerpoint presentation about the approach specifically at Georgia Southern University Libraries, USA]
- The Infosphere: Nigerian Journal of Knowledge and Information Studies: Vol. 1 No. 1 & 2 (2026) contains, for example: March, M. & Yusuf, D. Information Literacy and Digital Reference Services in Academic Libraries in Nigeria https://journals.fuotuoke.edu.ng/index.php/njkis/ 
- Saleh, S. (2026) Implications of Online Learning Environment and Google Classroom https://dapp.orvium.io/deposits/69a5ca66e6caf72bc3f50de7/view [This is a student work but looks interesting]
Photo by Sheila Webber: dandelion heads, May 2026

MLA-EBSCO Collaboration for Information Literacy Prize

There is a call for submissions for the Modern Language Association-EBSCO Collaboration for Information Literacy Prize There are up to two annual awards of $500 each for coursework developed in collaboration between department faculty members and academic librarians in literature, language, or related disciplines. Deadline for submissions is 1 July 2026. It looks like you can make submissions from any country.
"The award recognizes successful integration of the disciplinary objectives of the course with learning objectives in information literacy, as defined in the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education." Submissions should relate to teaching in the current or previous calendar year.
More information at https://www.mla.org/Resources/Career/MLA-Grants-and-Awards/MLA-EBSCO-Collaboration-for-Information-Literacy-Prize
Photo by Sheila Webber: flowers in Mason's Regency china, May 2026

Transforming higher education

There has been a UNESCO report on the future of university education, stemming from the 2022 World Higher Education Conference and consultations following on from that. There isn't any mention of information literacy (or any other kind of literacy other than a mention "advanced" literacy) but one of the seven guiding principles is "Establishing a human-centred role for digital technologies and AI" which includes the statements (p27) "In recent decades, information has become much more accessible while its volume has increased considerably. And, while there are many tools that help us process these vast amounts of information and data (and here AI offers important strategies and tools), it still falls to human beings, both individually and collectively, to generate knowledge and understanding. This is where universities and other higher education institutions come in; one of their contemporary roles is to enhance the capabilities of individuals and societies to advance the ethical and equitable use of digital technologies."
UNESCO. (2026). Transforming higher education: Global collaboration on visioning and action. UNESCOhttps://unesdoc.unesco.org/ark:/48223/pf0000397582
Photo by Sheila Webber: rhododendron in bloom, May 2026

Multispecies Information Science

A new book "shifting the focus beyond humans to explore the rich and complex realms of information and knowledge shared with animals, plants, microbes, technologies, and landscapes." It includes When animals teach: Lessons for information pedagogy and Urban dog parks as information grounds: A multispecies family perspective
Solhjoo, N. (Ed.) (2026). Multispecies Information Science. Routledge. https://www.routledge.com/Multispecies-Information-Science/Solhjoo/p/book/9781032951553
Photo by Sheila Webber: squirrel on a rock, April 2026

Learning programmes for older adults.

This report is particularly related to my interest in education for older people, and combatting ageism: it has recommendations for upskilling and reskilling of older people. Sadly, information literacy isn't mentioned, but it does talk about aspects of digital literacy.
UNESCO and Shanghai Open University. (2026). Implementing effective reskilling and upskilling: learning programmes for older adults. UNESCO Institute for Lifelong Learning. https://unesdoc.unesco.org/ark:/48223/pf0000397435
The report describes examples from Colombia, Japan, Singapore, Sweden and the United States of America (USA) taking different approaches. For example there is the example of The Senior University: A lifelong learning experience for older adults at the Universidad del Rosario, Colombia. The report ends with recommendations. 
Photo by Sheila Webber: lilac and buttercups, May 2026

Webinar: AI in Library Schools

The IFLA Section Education and Training has organised a free webinar on 27 May 2026 at 15.30 CEST (14.30 BST): AI in Library Schools.
"This webinar explores students’ experiences with artificial intelligence in Library and Information Science education, including ethical AI use, privacy and data protection, AI-related coursework, and the opportunities and challenges AI brings to LIS programs." The keynote speaker is Iman Magdy Khamis (a data scientist and director of the library at Northwestern Qatar) on Understanding the Ethical Use of AI in Higher Education and Libraries. "The webinar will also feature presentations by LIS students sharing research projects, case studies, and practical experiences related to AI in LIS education"
Register at https://tinyurl.com/SETMay27
Photo by Sheila Webber: rhododendron - it was actually an even more flourescent colour! - May 2026

From Information Literacies to Metaliteracy

Tom Mackey (Empire State University, USA) has posted the recording of his keynote from the virtual iConference that took place 23-26 March 2026: From Information Literacies to Metaliteracy: Learner Agency in an AI-Mediated World.
"This keynote argues that evolving approaches to information literacy, AI literacy, and digital authenticity require a shift beyond discrete or skill-based methods toward a more comprehensive and reflective model of learning."
Go to https://metaliteracy.org/2026/04/03/from-information-literacies-to-metaliteracy-learner-agency-in-an-ai-mediated-world/
Photo by Sheila Webber: blossom on the tree, May 2026

New articles: AI; Inclusivity: Research experiences

The latest issue of open-access College & Research Libraries News (vol 87 issue 5) is now published. It includes:
- Susan Archambault, Elisa Acosta, Darlene Aguilar, Samantha Blanco, Alexander Justice, Nicole Murph, Shalini Ramachandran, and José J. Rincón Inclusivity by Design: Creating the Best Practices Checklist for One-Shot Library Instruction
- Jennifer Jarson and Kate Morgan: From Listener to Learner: A Podcast to Peek Behind the Curtain of Research Experiences.
- Russell Michalak, Trevor A. Dawes, and Ava Wallace: Envisioning AI’s Role in Libraries: Perspectives from an LIS Student, a Library Director, and a University Librarian
- J. M. Shalani Dilinika: Teaching Students to Think Critically About AI: Practical Approaches for Academic Librarians in Designing Literacy Instruction
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1696/showToc
Photo by Sheila Webber: cherry blossom scattered, May 2026

Webinar: Identity-based disinformation about minorities and migrants

The European Digital Media Observatory (EDMO) offers a free training session online on 13 May 2026, 14.00-16.00 CET (13.00-15.00 BST) Training Series on Identity-Based Disinformation Module 1: Identity-based disinformation about minorities and migrants. 
Register here by 11 May 2026 https://ec.europa.eu/eusurvey/runner/Participants_EDMOTraining_Migrants_13052026
Photo by Sheila Webber: peony, April 2026

Webinar: From misinformation to empowerment – Media literacy for youth and adults in the age of AI

UNESCO's Institute for Lifelong Learning has organised a free webinar: From misinformation to empowerment – Media literacy for youth and adults in the age of AI on 19 May 2026, 13.30-15.00 CEST (which is one hour earlier in teh UK, BST). 
"To mark World Telecommunication and Information Society Day, this webinar - organized by the UNESCO Institute for Lifelong Learning (UIL) in collaboration with UNESCO’s Media and Information Unit within the Communication and Information Sector - will explore the role of MIL in adult learning and education in the age of AI. Bringing together policymakers, researchers and practitioners from Global Alliance for Literacy (GAL) countries, the event will examine emerging challenges and promising practices for equipping adult educators with essential MIL competencies. A highlight of the event will be the official launch of our new multilingual self-learning course on media and information literacy for adult educators." 
Register at https://unesco-org.zoom.us/webinar/register/WN_BUiAKkzGQeqabt7yKqjhUQ#/registration
Photo by Sheila Webber: Cherry blossom, April 2026

Information Literacy Handbook published!

The Information Literacy Handbook: Charting the Discipline is published! 550 pages of information literate goodness, with 74 authors contributing 65 entries.
The cost is £90, with a 35% discount for CILIP Members. Go to https://www.facetpublishing.co.uk/page/detail/the-information-literacy-handbook/?k=9781783306343 to see the details for ordering.
A pdf with the contents list, author details and preface from Christine Bruce is here: https://www.facetpublishing.co.uk/resources/pdfs/chapters/9781783306343.pdf
I've contributed a chapter coauthored with Bill Johnston, Information literacy: Framing the discipline, and a chapter on Autoethnography.

Webinar: What does it mean to be a Subject/Liaison Librarian?

There is a webinar What does it mean to be a Subject/Liaison Librarian? on 19 May 2026 10:30- 12:00 noon BST, organised by the M25 consortium. The cost is £25 for M25 members and £50 for other institutions. "This online event is aimed at library staff looking to acquire additional skills and knowledge or staff working towards Chartership. The position of Subject Librarian – or Liaison Librarian, or Information Specialist, or any number of other variations – remains a key one in most academic libraries and is one that many new professionals aspire towards. However, it can be difficult for staff in Library Assistant or similar roles to make the move up into this area of library work as it is often a significant leap up the career ladder ... three Subject/Liaison/Specialist Librarians will discuss their roles and what they have learned over time.. The speakers are: 
- Helen Biggs, University College London, UK: Leading from the middle
- Antonis Sideras, Royal College of Art, UK: What does it mean to be a Subject/Liaison Librarian?
- Dorothea Miehe, The British Library, UK: What is it like to be a Subject Librarian at the National Library?
Register at https://www.m25lib.org.uk/events/what-does-it-mean-to-be-a-subject-or-liaison-librarian-tg1-sublib/

iConference proceedings published

The proceedings of the iConference (held in March-April 2026) have been published as a special issue of open access journal Information Research (volume 31 no. iconf(2026). There's lots about AI! Papers include:
- Beyond the loop: a research agenda towards a framework for critical AI literacy in the AI-assisted literature review by Dipesh Jalui, Mary Tate, Jocelyn Cranefield 
- Disability misinformation on Facebook: a comparison of LLM-based fact-checking tools by Ian Prazak, Leah Padovani, Yool Lim, Julia (Hsin-Ping) Hsu, Myeong Lee 
- Shared agency in information behaviour research: Human–Nonhuman interactions by Niloofar Solhjoo, Jia Tina Du, Yazdan Mansourian 
- The role of misinformation in elder fraud: a conceptual framework by Jiangping Chen, Milo P. Ono 
- Breaking the mold of knowledge imposition: reconstruct the digital literacy education model in academic libraries under the Scottish enlightenment by ZhenJia Fan, YiMei He
 - Reframing creative learning: a conceptual framework for design literacy in the GenAI era by Asif H Zeshan, Xiao Hu 
- Dimensions of information search strategies: a study of blind and visually impaired users in mobile digital library environments by Iris Xie, Wonchan Choi, Hyun Seung Lee, Ning Chiao Wang, Bo Hyun Hong 
- Seeking the mission and opportunities for LIS in the AI era: a systematic review of empirical research on teenagers' artificial intelligence literacy (TAIL) by Jing Liu, Jiajing Ma, Guoye Sun, Shu Fan
 - Inclusive media and information literacy (IMIL): Building a framework for an age of preparedness and responsibilisation by Hanna Carlsson, Lisa Engström, Lisa Olsson Dahlquist 
- Scaffolding resilience: the influence of an iSchool’s media and information literacy courses by Frey Aura Galario, Dan Anthony Dorado, Benedict Salazar Olgado 
- ‘Ugh, it’s a difficult topic’: Positionality statements as information use in information and library science research by Alex H. Poole, Ashley Todd-Diaz
Go to https://publicera.kb.se/ir/issue/view/5744
Photo by Sheila Webber: cherry blossom cluster, April 2026

LIS Pedagogy Chat: Supporting Data Literacy

The next LIS Pedagogy Chat is on 8 May at 2pm US EST, which is 7pm BST, with the topic of Supporting Data Literacy Across Disciplines. There will be an introduction from Charlotte Kiger Price and Emma Slayton (Carnegie Mellon University, USA), followed by a discussion. 
LIS Pedagogy Chat "is an informal community of practice for LIS faculty and practitioners. Our sessions include a short presentation followed by casual discussion." 
Register at https://www.lispedagogychat.org/schedule-registration
Photo by Sheila Webber: vase (a Radford vase with anemone pattern) of spring flowers, April 2026

Media Literacy in the UK

The UK's Media and Information Literacy Alliance newsleter reported last month on the March debate in the House of Lords on progress with media literacy since their own report was published in July 2025: that report started by stating that "Social cohesion is at risk and democracy itself is threatened by inadequate media literacy. Being media literate—having the skills to think critically about the content we create and consume, both online and offline—is essential. Media literacy builds resilience, empowers individuals and protects them against harmful and misleading content. It enables them to be informed and responsible citizens"
That report is at https://publications.parliament.uk/pa/ld5901/ldselect/ldcomm/163/163.pdf The debate also refers to the UK's Online Safety Act 2023 https://www.legislation.gov.uk/ukpga/2023/50. 
One point, raised by Lord Hastings of Scarisbrick, was that the media literacy education of prisoners had been overlooked "They are media literacy denied". 
In her summing up, the Baroness Keeley said "I welcome the emphasis on critical thinking and thinking independently, which was one of the key things to come out strongly in the debate, as well as the discussion on visual literacy, which we cannot forget. The need for Ofcom to update its definition came up again and again, so we should perhaps keep on that. On the subject of libraries, which were mentioned, we must remember that so many libraries are now run by volunteers, so let us not think that they can take on extra responsibilities without the funding that goes with that." 
The transcript of the debate is on Hansard (which has transcripts of debates in both Houses of parliament)at https://hansard.parliament.uk/lords/2026-03-16/debates/3DD3E3FA-64D7-4264-AA25-F0230A8F8BC4/MediaLiteracy(CommunicationsAndDigitalCommitteeReport).
Photo by Sheila Webber: cherry blossom in South London, April 2026

Social media corporate curricula for digital literacy

An interesting article from one of my colleagues, in which he and his co-author critically examine the ready-made digital literacy lesson plans that big corporates (including tech companies like Meta and Google) produce for schools, parents etc. 
Docherty, N. & Barragán, M.V. (2026). Civilizing users through social media corporate curricula. International Journal of Cultural Studies. Early online publication. (open access) https://doi.org/10.1177/13678779261425695 
Abstract: "The psychological, political and social risks of social media are commonly up for debate. In response, social media companies are producing free to access lesson plans, tool-kits, and other pedagogical materials that seek to educate users about responsible social media use. Through a document analysis of such resources released by Meta, including Facebook's Get Digital literacy campaign and Instagram's Community Programs and Guides, we show how the social media corporate curriculum invites learners to interpret, discuss, and act upon the problems of social media as if they were an individual issue. We argue that this not only entrenches neoliberalized values of personal resilience but also functions, following Norbert Elias, to civilize the user through the cultivation of manners, morals, and codes of digital conduct. We close by highlighting the contingency of such an arrangement, offering alternative pedagogical approaches that do not reproduce these universalizing effects." 
Photo by Sheila Webber: white cherry blossom and spring leaves, April 2026