New articles: Use of AI; faculty development; upkilling with systematic reviews; guided inquiry; reflection; mis- and disinformation; open source communities

The latest issue (vol 20 issue 1) of the open access Journal of Information Literacy includes
- Critical thinking, disillusion, and dissent: Information literacy in a refused knowledge information landscape by Madelene Logren 
- The anatomy of collaborative open-source software development: A practice-based view on how open-source communities work by Renesa Tamannum, José Apolinário Teixeira , Gunilla Widén 
- Disinformation and gender issues: A study with young people from Salvador and Porto Alegre (Brazil) by Daniela Silva, Ana Cristina Prates, Josiene da Silva Niesciur 
- Digital literacy challenges in higher education: Information literacy in the face of misinformation by José G Casas-Puente 
- Information and digital literacy at school: A BRIDGE between critical thinking and equality values by Dora Sales, Christina Banou, Mara Morelli, Anna Antoniazzi, İpek Şencan, Serap Kurbanoğlu, Heidi Enwald, Noora Hirvonen, Stéphane Goldstein, Sarah Pavey, Konstantina Martzoukou, Petros Kostagiolas 
- Guided inquiry design for online information literacy media by Nove E Variant Anna, Miyarso Dwi Ajie, Piyapat Jarusawat, Yollanda Nundy Alshafa 
- Teacher, trainer, or facilitator? by Katie Smith, Jessica Waite 
- From one-shots to assignment design: Developing a library-led faculty development program by Nathaniel King, Alena Manjuck, Yvonne Tran 
- Subject librarian reflections on upskilling to support staff and students with systematic reviews: Our experience at UWE Bristol by Hannah Poore, Philip O'Shaughnessy 
- Promoting reflection by students on their use of information by Andrew K. Shenton 
- Articulating generative AI information literacy competencies: An ACRL Framework–driven model for academic libraries by Ladislava Khailova, Melissa Netzband Wathen , Melissa Jones 
- Adding a simple log to in-text citations to strengthen information literacy and argumentation while blocking casual misuse of generative AI by Peter Tamas, Leonie Kamminga 
plus book reviews and two reports on the 2026 LILAC conference (by Jane Pothecary and Tom Cross) 
Go to https://journals.cilip.org.uk/jil/issue/view/58 
Photo by Sheila Webber: spring roses, May 2026

Digital empowerment for lifelong learning and transformative andragogy (DELTA) for adult educators

In October 2025 the UNESCO Institute for Lifelong Learning (UIL), in partnership with Shanghai Open University (SOU) published the DELTA (Digital Empowerment for Lifelong Learning and Transformative Andragogy) Framework which "aims to enhance adult educators’ digital competencies and foster inclusive, lifelong learning opportunities for all."
It is "a dynamic set of competencies and capacity building resources designed to strengthen digital practice across four key domains: Instructional practice; Digital empowerment; Media and information literacy; Transformative practice"
"The DELTA Framework is the result of a two-year, collaborative process involving international experts and technical working groups from nine countries." (quoted from here).

UNESCO Institute for Lifelong Learning & Shanghai Open University. (2025). Digital empowerment for lifelong learning and transformative andragogy (DELTA) for adult educators: introduction to the DELTA framework and resources. Document code: 978-92-820-1260-4 https://unesdoc.unesco.org/ark:/48223/pf0000396041
UIL and SOU have also developed "a suite of capacity-building resources and self-learning modules, available as Open Educational Resources (OERs)" which you can access on the UIL Learning Hub (you have to register). https://learninghub.uil.unesco.org/enrol/index.php?id=74
Photo by Sheila Webber: a jumbled windowsill, October 2025

The future isn’t what it used to be #OER24

The future isn’t what it used to be was one of the keynotes presented at the OER24 conference in Cork, Ireland, 28 March 2024, given by Dr Catherine Cronin and Professor Laura Czerniewicz. It was about the problems facing the open education movement and challenged the audience to create a better future "We have adapted the “manifesto for higher education for good” (Czerniewicz & Cronin, 2023) as a framing device". They wrote a paper of their talk, which is embedded in this blog post https://altc.alt.ac.uk/blog/2024/03/oer24-the-future-isnt-what-it-used-to-be/
The recording of their keynote is here (the keynote starts at 23 minutes) https://www.youtube.com/live/d_SjjZYiTE8?si=Bl1-yphwWLg3snyr
The open-access book cited above is :
Czerniewicz, L. & Cronin, C. (Eds). (2023). Higher Education for Good: Teaching and Learning Futures. OpenBook. https://www.openbookpublishers.com/books/10.11647/obp.0363 The framework they refer to is:
- Name and analyse the troubles of HE [Higher Education]
- Challenge assumptions and resist hegemonies
- Make claims for just, humane, and globally sustainable HE
- Courageously imagine and share fresh possibilities
- Make positive changes, here and now
BTW the book has a chapter discussing data literacies, but not information literacy, sad to say.
Photo by Sheila Webber: past and future, Pleasaunce, April 2024