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

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

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

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

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

iConference posters published

Posters from the iSchools conference (iConference) held in Edinburgh, Scotland and online in March 2026 have been published. Posters include: 
- The information literacy impact framework: Evaluation of modules teaching information literacy in context by Ryan, Bruce; Brazier, David; Ryan, Frances 
- Small Talk, Big Impact: Overcoming Polarization through Informal Information-Sharing in Third Places by Lanier, Amy 
- Coping with Inflation in the Age of Social Media: Economically-Disadvantaged Consumers’ Information Behavior on Reddit by Shelton, Amanda 
- The Role of Chatbot AI as an Intermediary for Processing Health Misinformation by Seo, Subin 
Go to https://www.ideals.illinois.edu/collections/2602
Photo by Sheila Webber: My birthday cake from earlier this month

Preparing young voters in today’s online information environment

The UK government plans to lower the voting age to 16 (you can already vote in Scottish and Welsh parliamentary and local elections at 16 if you are qualified to vote in Scotland/ Wales) so there is interest in how this younger cohort of voters might engage with information relevant to voting decisions. 
Earlier in the year a report was published by Internet Matters and Full Fact. Internet matters is a not-for-profit that works "collaboratively with our partners to support our joint vision of a safer, happier connected world for children and young people" (partners include Tiktok, Amazon Kids, Sky). Full Fact is the fact checking organisation. 
The report uses "November 2025 data from Internet Matters Pulse ... based on a survey of 573 children aged 13-17 and 801 parents of children aged 13-17 based in the UK") and also previous Internet Matters research. 
The report identifies that this age group encounters political information online, their confidence that they can evaluate it is in the 50%s and when asked about their peers' confidence, that is rated even lower. A small majority are concerened about the veracity of what politicians say and about the impact on misinformation on election results. A large majority of young people think that schools, parents / carers, Government, and social media companies all have responsibility to support them in being more informed voters (they were not asked whether they felt they had a responsibility to develop themselves). The report makes recommendations for various stakeholders, including about media and digital literacy. Sadly, librarians/ libraries are not mentioned.
Internet Matters. (2026, February 8). Preparing young voters in a complex, attention-driven information environment. https://www.internetmatters.org/hub/research/preparing-young-people-to-vote-in-a-complex-attention-driven-environment/
Photo by Sheila Webber: spring branches, April 2026

#LILAC26 preview: Supercharged by AI

My final preview post for the LILAC conference is the second from the library team at Sheffield University SUPERCHARGED BY AI: The power of global collaboration in facilitating critical AI literacy.

Vicky Grant writes: Day 2 of LILAC26 provides the opportunity to visit an exhibition. Entitled Supercharged by AI and presented by Maria de Brasdefer from IFLA and Vicky Grant and Nabila Cruz, University of Sheffield and presenting on behalf of the IATUL Special Interest Group for Information Literacy, the session is on 31 March 2026 (Parallel Session 6, 15:30 - 16:30, In Lecture Theatre 1).
Supercharged is a collection of engaging materials exhibited internationally through a global collaboration between the International Association of University Libraries (IATUL) and the International Federation of Library Associations (IFLA). This interactive exhibition was developed by Tactical Tech and Density Design Lab in collaboration with IFLA. 
Designed to engage communities with artificial intelligence through hands-on learning and critical reflection, and as a model for digital inclusion, the exhibition goes beyond technical exploration to spark conversations about the ethics, bias and societal impact of AI. It exemplifies how libraries can create inclusive, accessible spaces where communities can not only learn about emerging technologies but also critically examine their implications. 
This showcase will share experiences of hosting the exhibition in locations around the world. We will provide insights into the exhibition’s impact, engagement strategies, and how libraries as trusted neutral spaces can foster information and digital literacy, curiosity, and ethical dialogue around AI. Delegates of LILAC 2026 will be able to interact with the exhibition through this immersive showcase. They will leave with practical ideas for hosting or adapting the exhibition or similar initiatives in their own contexts.
The exhibition showcase outline is: Introduction; Supercharged by AI - reflecting on experiences from around the world; Engagement with the exhibition; Linking to online materials for local adoption; Summary, discussion and close.

Reference       
IFLA, 2024. Supercharged by AI: A new creative intervention about the effects of AI on our online lives. http://www.ifla.org/news/supercharged-by-ai-a-new-creative-intervention-about-the-effects-of-ai-on-our-online-lives/

New articles: data literacy in community and formal education

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

Articles on disinformation and evaluation; adults, chemistry students

Boler, M., Gharib, H., Kweon, Y.-J., Trigiani, A., & Perry, B. (2025). Promoting Mis/Disinformation Literacy Among Adults: A Scoping Review of Interventions and Recommendations. Communication Research. https://doi.org/10.1177/00936502251318630 (open access) "The review examines articles published between 1 January 2016–22 November 2021 that report on or provide recommendations for media literacy interventions for adults suited to the emerging challenges of disinformation. Our findings reveal diverse intervention formats and evaluation methods including course-, web-, or game-based interventions, public events, and visual resources. Experts recommended teaching about emotion targeting and regulation, algorithmic governance, lateral reading, visual technology, and using interactive formats. Studies of evaluated interventions outside of formal education were scarce. Our review reveals significant debates around the usefulness of checklists and how to address politically sensitive issues, skepticism, and authority in programing."
Reagan, K.J., Coates, K., & Swaringen, J. (2025). Your information ZODIAC: An information evaluation framework for the age of Generative AI. Journal of New Librarianship, 10(2), 93-109. https://doi.org/10.33011/newlibs/19/9 (I think this is open access) [The evaluation framework consists of: Zooming in, Other opinions, Dataset, Intent, Authenticity, and Consistency.]
Ong, J., Loh, K., Han, J. & Fung, F. (2026). Integrating the CRAAP Framework to Support Critical Thinking and Information Literacy. Journal of Chemical Education, 103(2). https://doi.org/10.1021/acs.jchemed.5c00624 (priced publication) "This study explores the integration of the CRAAP framework (Currency, Relevance, Authority, Accuracy, and Purpose) into an Environmental Chemistry course at a leading university in Asia to examine students’ approaches to source evaluation and perceptions of its utility. Sixteen third- and fourth-year chemistry students evaluated news articles before and after CRAAP training, with responses assessed using an analytic rubric. Students performed relatively well in assessing Currency, Relevance, and Purpose, but reflected a weaker performance in Authority and Accuracy. Positive student feedback highlighted the framework’s perceived usefulness and applicability beyond the course."
Photo by Sheila Webber: iris reticulata (possibly "Katherine Hodgkin"), February 2026

Declaration on Information Integrity on Climate Change

At the COP30 meeting in November 2025, a Declaration on Information Integrity on Climate Change was agreed for the first time, signed by many countries (though, sadly, not mine...). Apologies for not posting this sooner, I created a post and then didn't post it. 
The declaration calls upon the private sector (e.g. "Ensure transparent, human rights-responsible advertising practices that bolster information integrity on climate change and support reliable information and journalism.") and governments (e.g. "e. Promote campaigns on climate change and support initiatives that promote literacy and the public's right to access reliable information on the matter.") for action. 
The call on "civil society and academia" is to "a. Integrate information integrity on climate change in their work; b. Promote and engage in existing networks to share good practices and collaborate on the matter, especially involving institutions and actors from developing countries." 
The declaration is here https://www.unesco.org/en/information-integrity-climate-change/cop30declaration?hub=780 
and a press release is here https://unfccc.int/news/countries-seal-landmark-declaration-at-cop30-marking-first-time-information-integrity-is-prioritized
Photo by Sheila Webber: more winter branches, February 2026

Safer Internet Day 2026

Safer Internet Day 2026 will take place on February 10 with the theme of Smart Tech, safe choices - exploring the safe and responsible use of AI. 

The Safer Internet Centre has some education resources. https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2026

New articles: immigrants' information needs; scholarly misconduct

- Shahid, S.H. & Sinnamon, L. (2026). A meta-ethnographic synthesis of researchers' views on scholarly misconduct in the health sciences. Library & Information Science Research, 48(1), Article 101399. https://doi.org/10.1016/j.lisr.2026.101399 ("Complimentary access" which I think is free access for a limited period)
"the three forms of misconduct of most concern to researchers are fabrication and falsification, plagiarism, and unethical authorship, while emerging issues include power manipulation and failure to report integrity concerns." Although the focus is health sciences, I would think the findings are of interest/concern in other subjects too.

- Ahmadinia, H. (2026). Belonging through information: Mapping immigrant integration needs in Nordic societies. Library & Information Science Research, 48(1), Article 101400 https://doi.org/10.1016/j.lisr.2026.101400 (Open access)
"The findings show that difficulties in locating reliable information, limited access to familiar languages, and fragmented institutional communication constrain participation across daily life. Participants often relied on informal networks to compensate for unclear or inaccessible official information."
Photo by Sheila Webber: snow, a few weeks ago, January 2026

Happy days

The Science and Security Board of the Bulletin of the Atomic Scientists have produced their 2026 Doomsday Clock Statement, and it is pretty grim reading, as they assess that "It is now 85 seconds to midnight". They summarise all the awful and threatening things going on in the world very concisely.
This includes threats concerning information "... the AI revolution has the potential to accelerate the existing chaos and dysfunction in the world’s information ecosystem, supercharging mis- and disinformation campaigns and undermining the fact-based public discussions required to address urgent major threats like nuclear war, pandemics, and climate change."
As background "Founded in 1945 by Albert Einstein, J. Robert Oppenheimer, and University of Chicago scientists who helped develop the first atomic weapons in the Manhattan Project, the Bulletin of the Atomic Scientists created the Doomsday Clock two years later, using the imagery of apocalypse (midnight) and the contemporary idiom of nuclear explosion (countdown to zero) to convey threats to humanity and the planet." Their website seems to have interesting material on various serious/alarming world issues e.g. this item (mainly a video) on the impact of US healthcare policy.
The Science and Security Board of the Bulletin of the Atomic Scientists. (2026, January 27). 2026 Doomsday Clock Statement: It is now 85 seconds to midnight. https://thebulletin.org/doomsday-clock/2026-statement/
Photo copyright Bulletin of the Atomic Scientists, January 2026

Articles: Immersive technologies; Language used in information literacy

- Okuonghae, O, (2025). Advancing information literacy through immersive technologies in the metaverse age: a rapid review. Digital Library Perspectives, 41 (4), 637–649. https://doi.org/10.1108/DLP-01-2025-0005
- Chizwina, S. et al. (2025). The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township. South African Journal of Libraries and Information Science, 91(1). https://hdl.handle.net/10520/ejc-liasa_v91_n1_a8 (open access). 
Photo by Sheila Webber: Christmas tree thrown out, no. 5, January 2026

New book: Libraries Empowering Society through Digital Literacy

Todd, Heather; Dalrymple, Prudence W.; Marquardt, Luisa and Zou, Ning. (Eds.) (2026). Libraries Empowering Society through Digital Literacy. De Gruyter Saur. https://doi.org/10.1515/9783110533583
This book has an international range of authors. There are 23 chapters divided into three parts: Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building; Part II Academic Libraries Take Novel Approaches to Advance Digital Skills; Part III The Influence of Digital Information
Photo by Sheila Webber: Xmas wreaths, December 2025

New articles: IL in Workplace; Schools; Curriculum mapping; Supporting communities; Teaching through popular culture

The latest issue of open access Journal of Information Literacy (Vol. 19 No. 2, 2025) is available. The articles are:
- Mapping the core dimensions of information literacy in the critical and workplace domain A thematic analysis by Dijana Šobota
- Integrating service-learning into information literacy education A case study from the Philippines by Ana Mae Cantel, Eun Youp Rha,
- Toward a coherent framework for school-based information literacy Delphi-based expert perspectives on competence and implementation by Ivana Martinović
- Reflection as a means to assess information literacy instruction by Natalia Kapacinskas, Veronica Arellano Douglas, Erica Lopez, Mea Warren
- Teaching critical information literacy through popular culture A media studies approach using the Oz texts by Daniel Williford
- Using Nuthall’s ideas to conceptualise and support children’s information needs by Andrew Shenton
- Information literacy without walls Comparative insights from India’s implementation and Greece’s emerging approaches by Nihar K Patra, Panorea Gaitanou
- Curriculum mapping for identifying and assessing information literacy teaching in humanities and social sciences libraries by Paul Cooke
Go to https://journals.cilip.org.uk/jil/issue/view/55
Photo by Sheila Webber: gingko leaves on a bench, November 2025

Call for examples of addressing mis/disinformation and the SDGs? Share your actions with the UN.

IFLA is encouraging library and information professionals to provide information about their work in countering  mis- and disinformation. The United Nations (UN) Department of Global Communications is collecting information on activities which could be said to contribute to the Suistainable Development Goals (SDGs). Deadline for submissions is 31 December 2025. 
"Are you working on topics advancing the role of information in achieving the SDGs? Are you working on helping library professionals and users counter mis- and disinformation related to climate, peace and justice, health, or any of the other topics covered by the goals?"
"Describe your action, its goals, methods and target audience. Indicate if its planned, ongoing or completed. Is your action research oriented, building public awareness, Media and digital literacy training, or something else? Share the primary focus area. Indicate which SDG(s) it targets Your input will contribute to a cataloguing of activities that help showcase good practices, share achievements, identify gaps and inform policy guidance." 
Go to this page and follow the link https://www.ifla.org/news/are-you-addressing-mis-disinformation-and-the-sdgs-share-your-actions-with-the-un/
Photo by Sheila Webber: autumn branches and sun, October 2025

New publication: Global challenges for Information accessibility

A UNESCO 16-page pamphlet: 
Hargrave, A.M. et al. (2025). Global challenges for Information accessibility: key principles and good practices in the digital age. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000395614 
Photo by Sheila Webber: slogan on a shop in Bamberg selling quirky overpriced home items "Ich suche nicht, ich finde" [I don't search, I find] - a saying attributed to Picasso

Recent articles: information behaviour on Tiktok; Misinformation in Brazil; genAI and feeling

These are all open access
- Hendrickx, J. (2024). ‘Normal news is boring’: How young adults encounter and experience news on Instagram and TikTok. New Media & Society, 27(10), 5736-5754. https://doi.org/10.1177/14614448241255955
- Hassoun, A., Borenstein, G., Osborn, K., McAuliffe, J., & Goldberg, B. (2024). Sowing “seeds of doubt”: Cottage industries of election and medical misinformation in Brazil and the United States. New Media & Society, 27(10), 5710-5735. https://doi.org/10.1177/14614448241255379
- Given, L. M., Polkinghorne, S., & Ridgway, A. (2025). ‘I think I misspoke earlier. My bad!’: Exploring how generative artificial intelligence tools exploit society’s feeling rules. New Media & Society, 27(10), 5525-5545. https://doi.org/10.1177/14614448251338276
Photo by Sheila Webber: spot the squirrel, October 2025