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

Experiences with Information Literacy: The NSSE Topical Module

ACRL has a Libguide related to the USA's and Canada's National Survey of Student Engagement (administered to undergraduate students): "this guide provides resources, ideas, and tools related to the “Experiences with Information Literacy” topical module on the National Survey of Student Engagement (NSSE). There are resources for librarians, administrators, and campus partners." It includes a list of the relevant questions asked on the NSSE.
Go to https://acrl.libguides.com/c.php?g=1438979&p=10685793
Photo by Sheila Webber: Christmas tree thrown out, no. 2, January 2026

Engineering & information literacy

Papers presented at the 2025 American Society for Engineering Education conference (held in June 2025 in Montreal, Canada) include (all full text papers):
- Woods, L. (2025, June). Qualitative methods for studying women’s information experiences in engineering education. Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--57507 https://peer.asee.org/57507
- Kaurloto, C., & Lah, J., & Quezada, A. (2025, June). Analyzing Student Information Literacy Skills: Perceptions, Outcomes, and Future Planning. Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--55438 https://peer.asee.org/55438
- Mercado Rivera, A., & Prosser, E. (2025, June). Bridging Information Literacy and Data Science: A Collaborative Approach to Project-Based Learning. Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--56011 https://peer.asee.org/56011
- Basque, E. A., & Chevrier, J., & Cormier, A., & Du Ruisseau, M., & Fernandez Pereda, O., & Fitch-Kustcher, C., & Fitzgibbon, B., & Hérault, T., & Soare, A. (2025, June). Lasting Impacts of Credited Information Literacy Library Instruction for Graduate Engineering Students. Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--56908 https://peer.asee.org/56908
- Verdines, P. (2025, June). Information Seeking and Sensemaking in Engineering Education: A Framework for Capstone Projects. Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--56795 https://peer.asee.org/56795
Photo by Sheila Webber: creepers, Botanic Gardens, August 2025

Rethinking Media Literacy and Digital Skills in Europe

The Rethinking Media Literacy and Digital Skills in Europe (REMEDIS) project has published a shorter version of their evaluation toolkit in addition to the full version. REMEDIS is an international project that aims "To understand what the impacts of media literacy and digital skills interventions in the different life domains are in terms of positive outcomes" https://remedis-chanse.eu/evaluation-toolkit/

I will also highlight their publication:
Vissenberg, J., Martinez, D., Edisherashvili, N., Puusepp, M., Tomczyk, L., Donoso, V., & d’Haenens, L. (2025). Advancing Media Literacy & Digital Skills Interventions: Recommendations for Stakeholders. https://zenodo.org/records/15879417

New articles: infolit beyond school; epistemological development; teaching about bias; Generative AI; Marketing IL; Source evaluation

The latest issue of the open access journal Communications in Information Literacy (Volume 19, Issue 1, 2025) includes the following tasty reading
- From Novice to Expert: Exploring the Relationship between Information Literacy Threshold Concepts and Epistemological Development by Amanda L. Folk
- "Some Level of Skill for Life": Secondary Teacher Librarians Supporting Student Information Literacy Skill Transfer Beyond Secondary School by Kasey L. Garrison and Kay Oddone
- What Language Are We Speaking?: Marketing Information Literacy on University Library Websites by Aleksandar Golijanin
- From Cynicism to Trust: Strategies for Teaching Students Source Evaluation Skills by Mandi Goodsett and Melanie Gagich
- Visual Literacy Instruction at Scale: Developing Asynchronous Learning Objects for First-Year Art and Design Students by Jacqueline Huddle and Sarah Carter
- Generative AI for College Students: A Collaboratively Developed Online Microcourse on GenAI in the College Classroom by Amber Willenborg and Tessa Withorn
- Exploring Positional Knowledge: Using Theory To Teach Bias by Thomas C. Weeks and Melissa Johnson
Go to https://pdxscholar.library.pdx.edu/comminfolit/vol19/iss1/
Photo by Sheila Webber: June roses, 2025

New articles: Modifying CRAAP test; Privacy #literacy

The January 2025 issue of College & Research Libraries News (volume 86, no. 1) includes:
- Emily Jaeger-McEnroe. Rethinking Authority and Bias: Modifying the CRAAP Test to Promote Critical Thinking about Marginalized Information.
- Kevin Adams. Surveillance and Privacy: How Can the Framework Support Privacy Literacy? (that's the ACRL IL Framework)
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1671/showToc
Photo by Sheila Webber: discarded Christmas trees, January 2025

Insights from digital content creators; understanding their intentions, practices and challenges

UNESCO has published interesting research into content creators' information sharing practices. 500 adult content creators from around the worldanswered a questionnaire (in 8 languages) and 20 people were interviewed ("qualified UNESCO contacts, or members of professional journalist organisations who also filled out the survey). Content creators are defined "as individuals who regularly post content online for public consumption and have more than 1,000 followers". This is part of UNESCO's strategy of developing influencers' Media and Information Literacy.
Some findings are:
- "‘popularity’ – measured by the number of likes and views - is the most common indicator of credibility for online sources (42%)." Second most common was judging through the endorsement by people the content creators trusted.
- Motivation to create content: Most popular were sharing knowledge with others (26%); earning income (23.8%); entertaining others (23.4%).
- 62% did not verify accuracy of information before sharing it
- Where the content creators sources information: Personal experience/encounter was the most frequent at 58.1%. Mainstream news media ties with online non-mainstream media sources as the third most common source at. They mostly don't use official sources
- About 85% do not belong to any creators’ association.If they do, the most common are Online Creators Association (17.2%), DigitalCreators Association (15.6%), Web Content Creators Association (13.4%) and International Content Creator Association for Social Media (13.4%). I must say that I wasn't aware of any of these! As a content creator (since I do have nearly 2000 followers on X, at least at the moment...) perhaps I should join one!
Reference: Ha, L. (2024). Behind the screens: insights from digital content creators; understanding their intentions, practices and challenges. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000392006

New articles: LibGuide assessment; Formative assessment; Question formulation skills

An articles from the "Failure" section of the open access journal Hypothesis (Vol. 36 No. 2, 2024) "Hypothesis: Failure is a peer-reviewed regular column and the brainchild of Column Editor Heather Holmes. The column is intended to provide a pioneering platform to share experiences that didn't end as expected (or that didn't end at all)."
- Question Formulation Skills Building Among Dental Hygiene Students: A Randomized Controlled Trial by Jonathan Eldredge, Ms. Nathe ("Surprisingly, the students' average post-test scores were 41.75 for the Control group and 43.67 for the Intervention group on a 70-point scale, which were not markedly different. Apparently, some contamination occurred.")
Further selected articles from this issue
- Combining Web Analytics and a Web-Based User Survey for LibGuides Assessment by Carmen Howard, Jung Mi Scoulas, Allan Berry, Deborah L. Lauseng
- Librarian and Clinical Faculty Collaborative Use of Formative Assessment in a Longitudinal Evidence-Based Medicine Curriculum by Sa'ad Laws, Mai Mahmoud, Moune Jabre, Amal Khidir, Ziyad Mahfoud
Go to https://journals.indianapolis.iu.edu/index.php/hypothesis/issue/view/1761 "
Photo by Sheila Webber: candles (not real ones) in Southwark Cathedral, October 2024

New Book: Using Project Outcome for Academic Libraries

This new book includes a few chapters about teaching information literacy (e.g.Revitalizing our Instructional Assessment: Embracing a New Approach using Project Outcome and Assessing Information Literacy Programs for First-Year Writing Courses at a Public University):
Parsons-Diamond, G. (Ed.). (2024). Assessment and Advocacy: Using Project Outcome for Academic Libraries. ACRL. Item number 979-8-89255-524-1. https://alastore.ala.org/assessment-and-advocacy-using-project-outcome-academic-libraries? This has examples from libraries involved in Project Outcome and using its toolkit.
Photo by Sheila Webber: yew trunk, Charlton Park, August 2024

Fact checking Ferret and misinformation

At the CILIP Scotland conference in June 2024 there was a presentation from Alastair Brian of The Ferret fact checking organisation based in Scotland. It is "a registered co-operative with places reserved on the board for both journalists and subscribers." The video is 37 minutes (embedded below and at https://youtu.be/odBxfjsS4bM?si=j6uQn_GehDMsz9-M)

#LILAC24 Cultivating quality: student-driven enhancement of digital learning materials

Pam McKinney live blogging from the final session of the LILAC conference. Rebecca Mogg from Cardiff University is presenting "Cultivating quality: student-driven enhancement of digital learning materials". Rebecca is the education lead for the library at Cardiff University, and supports staff with their information literacy teaching. The university has over 350 digital learning objects across the service, and a lot of resources are offered in both English and Welsh. They want to make sure that there is a constant cycle of improvement and a desire to ensure that students can meaningfully contribute to the design.
They use a SharePoint inventory to keep track of all the digital learning objects, which has an owner for each resource with an annual review date, and records of where the resource is stored and how it is used. Every resource owner gets an automated reminder 30 days before the annual review date, and then more reminders until they update it. They also use Google Analytics on the resources to understand use and engagement of the resources to support continuous improvement.
The library has a policy of co-creating new content with students to make sure it is aligned with student needs, uses accessible language and covers material in ways that students like. Students are also involved in UX activities and take part as actors in the videos. This is funded through the Student Champions scheme at the University which pays students to work.
They gather student feedback on resources with Google Forms, every tutorial has a form embedded in it and these forms are monitored weekly. Since they implemented the forms in August 2021 they have had over 22,000 responses, some responses are minimal, but they do get signposts for improvement.  For example, a piece of feedback they received on the "Welcome to the Library" tutorial was that it wasn't very interactive, and this prompted the team to revise this tutorial, embed a quiz in it and make it a little bit more interactive. Even though these are only small pockets of feedback, it does inform the general improvement of library online materials.
The library can also use the engagement data and student feedback in order to develop their strategic approach to the provision of asynchronous teaching,  They can understand which resources are the most popular, to make sure that these are the ones that are supported first when there are software changes. One issue is the proliferation of platforms on which they provide content, so an activity for the future would be to consolidate these in some way. 

Recent articles: Serendipity; Information quality; Libraries in computer games; Informal carers; Capital and information practice; Fake news

The latest complete issue of the priced Journal of Documentation (Volume 80 Issue 1, 2024) includes:
- Does serendipity matter in knowledge management? Organizational sharing and use of encountered information by Sanda Erdelez, Yuan-Ho Huang, Naresh Kumar Agarwal
- Parsing through paradigms: uncertainty and decision-making in human information behavior by Juliana Mestre
- Capital as the outcome of information practices: a study of devotees and monks of a Theravada Buddhist Temple by Hilary Yerbury, Michael Olsson, Pethigamage Perera
- Addressing the information needs of informal carers in Malawi: a healthcare intervention based on co-creation by Efpraxia D. Zamani, Laura Sbaffi, Khumbo Kalua
- Fake news as systematically distorted communication: an LIS intervention by John Buschman
-Exploring perceived online information quality: a mixed-method approach by Boryung Ju, J. Brenton Stewart
- A systematic review of information source preference research by Huan Zhong, Zhengbiao Han 
- Depiction of library use in video games: a content analysis by Emerson Taylor, Chern Li Liew
Go to https://www.emerald.com/insight/publication/issn/0022-0418/vol/80/iss/1
Photo by Sheila Webber: Snow, February 2024

Impact of Scholarship of Teaching and Learning #SoTL

A useful open access publication for those involved in teaching and learning, from The Open University:
Minocha, Shailey & Collins, Trevor (2023). Impact of Scholarship of Teaching and Learning: A guide for educators. The Open University. https://doi.org/10.21954/ou.ro.000155c1
"The initiative has involved applying an Impact Evaluation Framework (IEF) to assess impact of 16 Scholarship of Teaching and Learning (SoTL) projects. The ‘guide’ details the analyses of the impact of the case studies, and provides a toolkit for planning, evaluating, and communicating impact of SoTL. Along with the guide, there are two ‘workbooks’ as supplementary resources ... The ‘Planning for SoTL impact workbook’ has been designed around the ‘Theory of Change’ to guide the educator to systematically plan a SoTL project for possible impact. The ‘SoTL impact evaluation workbook’ is designed around the IEF to conduct impact evaluation of SoTL projects." 
You can also download An Executive Summary’ and A compendium of case studies
Photo by Sheila Webber: apple blossom, May 2023

Information evaluation; Health literacy; Media literacy research

The latest issue of open-access Journal of Media Literacy Education ( Vol. 15, Issue 1, 2023) includes the following:
- Critical Online Information Evaluation (COIE): A comprehensive model for curriculum and assessment design by Lauren Weisberg, Xiaoman Wang, Christine Wusylko, and Angela Kohnen
- Exploring critical media health literacy (CMHL) in the online classroom by Laura Squires, Adrienne Peters, and Linda Rohr
- Evolving trend of media literacy research: A bibliometric analysis by Nese Kutlu-Abu and Rumiye Arslan
Go to https://digitalcommons.uri.edu/jmle/vol15/iss1/
Photo by Sheila Webber: blossom on the wall, April 2023

#LILAC23 Embracing the bias: using theory to teach positional knowledge

Pam McKinney live blogging from #LILAC23: Melissa Johnson and Thomas Weekes from Augusta University, Georgia, USA, spoke about the different skill levels of their incoming undergraduates. They have preconceived notions of authority and bias, and some are reluctant to use peer reviewed journal articles because the authors are experts and therefore biased. Is all bias inherently bad? The position these presenters have is that students need to engage with bias in order to understand it. Many of us are familiar with the concept of bias in the media, particularly relating to political views. There is also bias in health science research, for example selection bias, or detection bias. In social science research there is an inherent bias between qualitative and quantitativ research, and bias generally in academia e.g. citation bias and publication bias.

As librarians, how do we help students navigate bias? Simplistic definitions of bias can be seen in models of information evaluation e.g. the CRAAP test. Unfortunately, bias is not well defined, so librarians could do more to help users navigate bias. Using theory is a better way to help students understand bias, for example epistemic injustice, which is defined as the wrong done to one in their capacity as a knower (Fricker 2007). We have to be aware of whether the academy marginalised non-scholarly voices because they experience the world in a different way. Students tend to think of bias simply, but it can lead them to define other people as biased due to their own prejudices.  

Examining one’s positionality is an important activity to address this. Positionality is linked to the ACRL Framework of information literacy dispositions, students as researchers need to understand their position. Students occupy a specific social position due to their gender, class, background etc, and have a limited vantage point from which to understand the world. Our position gives us certain ways of thinking that prejudice us towards certain ways of knowing and understanding. Teaching students about this is hard, as students find this challenging of their world view uncomfortable. We need to move beyond the checklist approach when teaching bias, and teach them to reflect on their own positionality when evaluating bias, however this is challenging in the context of the one shot library induction session. Using flipped learning can help, and building credit bearing library courses, and using continuous reinforcement.
Photo Pam McKinney, Cambridge Zoology Museum

Making Sense of Media’s Evaluation Toolkit

Ofcom's media literacy effort (Badged as Making Sense of Media) has commissioned and launched a guide to evaluating media literacy initiatives: a guide which can also be useful for evaluation of information literacy teaching and projects. This is Making Sense of Media’s Evaluation Toolkit "a series of how-to guides for planning and carrying out an evaluation of a media literacy intervention."
Accompanying the main document are: a glossary; an evaluation framework template; some "Top tips: Interviews and focus groups" and "Top tips: Surveys and quizzes"; as well as an annotated list of media literacy research articles and reports (2019-to date) and list of "Media literacy initiatives". What is lacking is reference to ML/IL initiatives from libraries, and I assume that they will welcome further suggestions.
Go to https://www.ofcom.org.uk/research-and-data/media-literacy-research/approach/evaluate/toolkit

Photo by Sheila Webber: winter fare at the farmers' market, February 2023

Information literacy impact framework

Last year a report on a literature review and analysis by Dr Peter Cruickshank, Dr Bruce Ryan, and Marina Milosheva (Edinburgh Napier University, Scotland) was published: Information literacy impact framework. The report describes their search approach and the information they extracted from the research papers that they selected. The general lessons they drew from it were that components of impactful IL interventions are: evaluation should be around effectiveness and outcomes; choice of clear frameworks and structures to measure impact; ensuring integration and relevance of the intervention; collaboration between stakeholders; design of content and delivery methods; repetition and follow-up; management buy-in and budget. The report is here: https://infolit.org.uk/wp-content/uploads/2022/09/IL-impact-framework-final-report.pdf

For some reason missed from this report is a substantial report by my colleague Dr Pam McKinney:
McKinney, P. (2014). Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development. Journal of Librarianship and Information Science, 46(2), 148-166. (Open access copy at https://eprints.whiterose.ac.uk/78126/) "This paper reports on the evaluation of a selection of curriculum development projects undertaken at a UK University that implemented inquiry-based learning and information literacy development. Data was collected using a “Theory of Change” evaluation methodology and analysed using a qualitative thematic approach. It was found that educators need to make explicit to students the need to develop information literacy to support their inquiries, and that dedicated approaches to facilitation from peers, librarians and academics are helpful when designing inquiry-based learning."
Photo by Sheila Webber: winter sky, December 2022

New articles: Impact of infolit on - ability to use library resources - student retention; virtual learning; evaluatiing preprints

The latest issue (vol 84 issue 1, 2023) of the open-access College & Research Libraries includes:
- The Effect of Information Literacy Training on Graduate Students’ Ability to Use Library Resources by Shuzhen Zhao, Rong Luo, Christine Sabina, Karen Pillon
- Conducting a User Needs Assessment through the Consortia: Pooling Resources to Examine Student and Faculty Habits by Ruth Szpunar, Eric Bradley
- Correlation Between Library Instruction and Student Retention: Methods and Implications by Mary K. O’Kelly, Jon Jeffryes, Maya Hobscheid, Rachael Passarelli
- The COVID-19 Pandemic and the Rapid Shift to an Exclusively Online Format: Tracking Online Instructors’ Utilization of Library Services Over a Year of Virtual Learning at the University of Memphis by Jessica McClure
- Students’ Perceptions of Preprints Discovered in Google: A Window into Recognition And Evaluation by Tara Tobin Cataldo, Ixchel M. Faniel, Amy G. Buhler, Brittany Brannon, Lynn Silipigni Connaway, Samuel Putnam
Go to https://crl.acrl.org/index.php/crl/issue/view/1631/showToc
Photo by Sheila Webber: discarded Christmas tree waiting for collection, January 2023

Is Youtube not a reliable health information source?

Spoiler alert - the answer seems to be "no". This is a review of existing research into Youtube's reliability.
Osman, W., Mohamed, F., Elhassan, M. et al. (2022). Is YouTube a reliable source of health-related information? A systematic review. BMC Medical  Education, 22 (382). https://doi.org/10.1186/s12909-022-03446-z
Abstract: "YouTube is a valuable source of health-related educational material which can have a profound impact on people’s behaviors and decisions. However, YouTube contains a wide variety of unverified content that may promote unhealthy behaviors and activities. We aim in this systematic review to provide insight into the published literature concerning the quality of health information and educational videos found on YouTube. ...
"Based on eligibility criteria, 202 papers were included in our study. We reviewed every article and extracted relevant data such as the number of videos and assessors, the number and type of quality categories, and the recommendations made by the authors. ... The total number of videos assessed in the selected articles is 22,300 ... The video quality was assessed by scoring, categorization, or based on creators’ bias. Researchers commonly employed scoring systems that are either standardized (e.g., GQS, DISCERN, and JAMA) or based upon the guidelines and recommendations of professional associations.
"Results from the aggregation of scoring or categorization data indicate that health-related content on YouTube is of average to below-average quality. The compiled results from bias-based classification show that only 32% of the videos appear neutral toward the health content. Furthermore, the majority of the studies confirmed either negative or no correlation between the quality and popularity of the assessed videos. ...
"YouTube is not a reliable source of medical and health-related information. YouTube’s popularity-driven metrics such as the number of views and likes should not be considered quality indicators. YouTube should improve its ranking and recommender system to promote higher-quality content. One way is to consider expert reviews of medical and health-related videos and to include their assessment data in the ranking algorithm."Photo by Sheila Webber: farmers market May 2022 - those were early raspberries and it was still asparagus season.

New articles: Engineering students; Cognitive authority; E-learning adoption; Entrepreneurs in China; EFL students

Priced journal Libri has published Volume 72 Issue 1 which includes:
- Fostering Knowledge Sharing Behavior Among Pakistani Engineering Students: Role of Individual and Classroom Related Factors by Muhammad Safdar, Syeda Hina Batool, Khalid Mahmood
- Cognitive Authority as an Instance of Informational and Expert Power by Reijo Savolainen
- Technological Readiness and Computer Self-efficacy as Predictors of E-learning Adoption by LIS Students in Nigeria by Omorodion Okuonghae, Magnus Osahon Igbinovia, John Oluwaseye Adebayo
- Information Inequality among Entrepreneurs in Rural China by Zhenjia Fan, Pnina Fichman
- Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities by Lan Anh Thuy Nguyen, Anita Habók
Go to https://www.degruyter.com/journal/key/libr/72/1/html

Photo by Sheila Webber: walk in the woods, Chapelgarth, March 2022