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

Books: infolit and transformational learning; Critical Information Literacy

I need to catch up on highlighting some books I'd missed, today it's 
- Hess, A.N. (2025). Information Literacy and Critical Thinking: Using Perspective Transformation to Break Information Bubbles. ALA. Item Number 979-8-89255-324-7. Cost: ALA Member US$53.99, others $59.99. https://alastore.ala.org/ILandCT "Hess invites academic librarians to consider critical librarianship, pedagogy, and information literacy instruction in tandem with transformative learning theory, demonstrating tangible ways to integrate these concepts into their practice." 
- Hornick, J.N. & Kehoe, L. (Eds.) (2025). Critical Information Literacy Applications for All Libraries. ALA. Item Number 979-8-89255-218-9. Cost: ALA Member US$49.49, others $54.99. https://alastore.ala.org/libcil There are sections on: Theoretical Frameworks of Critical Information Literacy (3 chapters); Critical Information Literacy Programming (7 chapters); Professional Development Programs (6 chapters); Critical Information Literacy Lesson Plans (8 plans).
Photo by Sheila Webber: under the willow tree, May 2026

Declining digital literacy - Australia

A news stories comments that "Australian students have recorded their worst-ever results in national tests that measure digital literacy, with just 37 per cent of year 10 students [about 15 years old] and 50 per cent of year 6 students [about 11 years old] assessed as proficient."
They are commenting on the recently released results from the large scale test on ICT literacy carried out by Australia's National Assessment Program (NAP) in 2025. The news release from NAP mentions that the year 10 result is "the lowest percentage observed since the assessment's inception [in 2005]." This despite the fact that participants report using digital tools of various kinds at home and at school.
Although the full report from NAP has the most detail, I've included the news report as it has comments from various experts, providing different views - from "Blaise Joseph, a former teacher and current director of education at the Centre for Independent Studies" saying that AI was making digital literacy skills redundant (so perhaps the low score was no big deal) to "Therese Keane, a professor of STEM (Science, Technology, Engineering, and Mathematics) education at La Trobe University" seeing AI making digital literacy more, not less, important.
News report: Duffy, C. & McAloon, C. (2026, May 26). School students have grown up online but test shows digital literacy at new low https://www.abc.net.au/news/2026-05-27/school-students-digital-literacy-at-new-low-test-shows/106724164
Full report on the NAP site: https://www.nap.edu.au/nap-sample-assessments/results-and-reports (elsewhere on the site you can find the survey instrument etc. and there is an interactive statistics dashboard)
Photo by Sheila Webber: bearded iris, May 2026

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

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

New articles: Introverst; Collaboration; ACRL Framework

The latest issue of open-access College & Research Libraries News (vol. 87 issue. 4) includes: 
- Barbara Maratos. Introverts and Library Instruction: Challenges and Strategies. 
- Russell Michalak and Rachel Gandhi. Fostering Holocaust Education: A Collaborative Model Between an Academic Library and Middle Schools.
- Sara D. Miller, Leslie Ross, and Kay P. Maye. The Framework’s Next Chapter: An Interview with ACRL’s Framework for Information Literacy for Higher Education Review and Revision Task Force Leaders Sara Miller and Leslie Ross. 
- Jamia Williams and Twanna Hodge. Reflecting on Our Careers and Transitions: A Year of Exploring Why We Choose Librarianship. 
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1694/showToc
Photo by Sheila Webber: cherry blossom, April 2026

News literacy at school

Petrus, C. (2026, February 4). Birmingham librarian on mission to teach news literacy to elementary students. WXYZ Detroit. https://www.wxyz.com/news/birmingham-librarian-helping-elementary-students-develop-news-literacy.
A news story about a school librarian in Birmingham, USA.
Photo by Sheila Webber: my last red devil apple, on a Williamson's bluebird plate, 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

An Innovative Approach Using Picture Books to Empower Critical Information and Digital Literacy in Primary School Education #ECIL

A workshop at the ECIL Conference today, which I'm liveblogging (Sheila here) was An Innovative Approach Using Picture Books to Empower Critical Information and Digital Literacy in Primary School Education, with the material prepared by Dora Sales, Serap Kurbanoğlu, İpek Şencan, Sarah Pavey, Stéphane Goldstein, Konstantina Martzoukou and and Heidi Enwal. Not all authors were able to attend the conference.
They were presenting on the international BRIDGE project involving 6 countries, funded by the European Union. The website is here https://bridgeinfoliteracy.eu/. The project goal was " to create a transnational cooperation network for the exchange of good practices and resources for the joint promotion of information and digital literacy as a way of underpinning education in equality values in primary schools" and they have created learning and teaching resources which can be downloaded and used freely (at the above link), including some picture books for each country that can be used in teaching 8-11 year olds.
The focus of the workshop was presentation of the online training material for educators that supports them in using the materials. It is available in English, Finnish, Italian, Turkish, Spanish, Greek and  Catalan. The project uses picture books as part of inquiry based learning, to encourage critical questioning. The booklet for educators explains the underpinning pedagogic approaches and models, such as dialogic reading and critical information literacy.
The process starts by asking learners to ask questions prompted by the book cover (what does the title mean? what is happening? how do you feel?) Then there are prompt questions for the inside cover and prompt questions while reading, and after reading (e.g. what do you now know about the topic, what more do you want to know?) This can lead to art activities, searching, question forming, organising information etc. A goal is stimulating learners to reflect, question and communicate. The example of the Finnish picture book which is "silent" (with no words, but pictures) was used. The books have been chosen to provoke discussion on topics such as helping others, economic difference, refugees, nature etc. The books are mostly ones would you would have to get from your library or buy, but there are some which can be downloaded. One of the researchers, Dora Sales, was author of one of the books!
The workshop part was discussing how one of the books could be used - my group had fun discussing and critiquing this one.

Pecha Kucha session #ECIL2025

 Hi, Pam McKinney here live-blogging from the second day of the ECIL conference. This dedicated session features six Pecha Kucha presentations which each last only 6 minutes, so I will do my best to keep up!

Photo: drawing of a cat and a rainbow on the glass wall of the conference venue (Pam McKinney)

“Make students leaders of their learning” Elena Collina, Paola Rescigno, University of Bologna, Italy

This is a presentation about a course that is offered to all students at the university,  which focuses on creative learning and learning by doing. The class is divided into groups, each group has a teams channel and work together on a research task, then each group must evaluate the work of another group. This is peer-topeer learning is an interactive process, and mirrors peer review in academic publishing. Feedback from students was very positive; they liked working collaboratively and liked the active nature of the learning.

Adapting Infosphère: Leveraging an OER Information Literacy Platform, Miriam Petrilli, Vincenzo Palatella, EPFL, Lausanne, Switzerland

The project to adapt the infosphere took 4 years. The training team wanted to develop an online self-paced learning object for students to develop competencies in information literacy. Other institutions had used fact sheets, interactive tutorials, videos, etc. The infosphere, an OER, was developed in Montreal, and the team thought it looked perfect for their needs, and seemed better to focus on adapting the resource rather than starting from scratch. The Lausanne team worked closely with colleagues from Montreal to adapt the resource, learning from their experiences They developed a number of improvements to the Infosphere resource to tailor it to their situation. Infosphere is promoted to students and teachers and is integrated into a MOOC. Analytics demonstrate that students access the resource following face-to-face classes, and support their learning. There are 4 sections: prepare to research, research, analyse information and finally citation and referencing.

Citing AI with Zotero: Academic Integrity and Information Literacy Paschalia Terzi Georgetown University in Qatar, Qatar

Zotero is a free, open-access reference management software application that supports citation practice for academic work. It is a program that is downloaded to a computer, and also works on mobile phones, and has a browser extension. It is a research tool, it can work as a personal digital library, it also supports note-taking and collaboration (e.g. for student group work). The team at the university recommends the use of Zotero to support students in avoiding plagiarism. Since the growth of AI, some academic staff have banned the use of AI, some advise cautious use, and some have completely adopted AI use. Students are encouraged to cite their use of AI to be transparent, but how to do this? The team created a workshop to support students to cite their AI use, to keep records of their interactions with AI, and how to cite in various reference styles. The components of an AI entry of Zotero include the prompt text, the prompt description, the discussion snapshot, the tool, version, company, date and link to the conversation.

Do AI Research Assistants Live Up to their Hype? An Exploratory Study of Some Freely Available Tools Luis Machado Publications Office of the European Union, Belgium

This presentation is about a project to test AI tools that perform search functions. There are 2 types: Standard search, which presents a short answer, and deep search tools that present a longer answer. They tested the search tools with a specific set of prompts to find a specific paper. Some tools were more successful than others; some tools didn't find the paper and invented one, illustrating the issue of AI hallucination. This is a problem as these tools are marketed as academic research assistants. AI research assistants can be useful for initial topic exploration, but need to be treated with caution - They are "super" but not "out of this world"

Doctoral Students Getting Support from University Library: Two Courses as Cases from Linköping University, Magdalena Öström, Kerstin Annerbo, Linköping University, Sweden

Linköping University has around 40,000 students, and the library provides help and support to all of them! There are 3 physical libraries, and of course an online library. Information literacy is recognised as a key competency by the Swedish government. Doctoral students have often been overlooked for IL support, with much support focusing on undergraduate students. The library wanted to enhance support for doctoral students and meet their needs. They developed a course for science and technology students to help them search for literature and undertake a literature review. The content covers search strategies, how to prepare for a search, how to choose sources and how to construct search strings using Boolean operators. AI-based search tools have become more common, e.g. Scopus AI, and the course covers how to use these tools ethically. They also run an open-science PhD course that is credit-bearing if all components are completed. It covers issues such as copyright, bibliometrics, publication, research dissemination and research data management. 

Information Literacy Tasks in Quebec French Schools: Conception and Validation of a Questionnaire addressing Teachers’ Practices Joannie Pleau, Anne-Michèle Delobbe, Chantale Laliberté Université du Québec à Rimouski, Canada

This presentation focused on the need for research on the provision of information literacy in French-speaking schools in Quebec. School librarians are only found in city schools, so teachers must deliver IL teaching at other schools, but they don't receive any training in IL. They are currently revising the teacher education in Quebec. There is a survey to investigate the extent to which IL is taught in Quebec schools. A lot of work went into the design of the questionnaire, taking a multidisciplinary perspective. It was validated through 3 cycles of development with experts from a range of backgrounds e.g, primary education, digital education, collecting both qualitative and quantitative data. Some questions required clarification, and there needed to be more detailed definitions of what was meant by an "IL task". The data revealed that teachers were doing "IL tasks" but they didn't realise it!

Generative Artificial Intelligence Skills in Schools #ECIL2025

This is Sheila liveblogging again from the ECIL conference on Generative Artificial Intelligence Skills in Schools: “It is an intelligence that is not natural, but it is created by a different intelligent form of life” presented by Konstantina Martzoukou (co-authored Chinedu Pascal Ezenkwu) (Robert Gordon University, UK).
The project involved supporting young people to find and generate material on important issues related to the Sustainable Development Goals. There is an article about the project here. The young people used AI to generate the material. The first objective was to adopt a cartoon character and identify what prompts the character would use, also the children relected on whether their character would know how gen AI worked. On the basis of this data the researchers created a toolkit with lesson plans, learning activities and curated external reources. Material was exchanged and created by the young people via focus groups. The young people were 12-13, creating material for 9-10 year olds. The students could critique the images and text generated.
Martzoukou talked about the cartoon characters including Eco Hey-Aye, the first AI teacher in a school. Then the material co-created with young people and the young people's reflections on AI and AI-created material was translated into storytelling, and again Martzoukou gave some examples. She went on to describe some of the teaching material (including games) they have created and the videos that were produced. The videos (part of the Maddie is online series) are here https://www.youtube.com/playlist?list=PLlUx8jQ1MCcRtHt888BoOyQP54HWH6UqC They were voiced by teachers, librarians and students. The toolkit can be downloaded from the Maddie is Online website: https://www.maddiesonline.com/

Tackling misinformation and disinformation for Scottish school librarians.

CILIPS (CILIP Scotland) has published the report: Tackling misinformation and disinformation for Scottish school librarians.
The project was funded by the CILIPS Research Fund and led by Dr Bruce Ryan, Edinburgh Napier University, Scotland. The small-scale project included a survey, focus groups and interviews with school librarians and leaders of school library services, plus a review of policy documents.
Go to  https://www.cilips.org.uk/misinfo-school-report/
Photo by Sheila Webber: museum (closed), Sweden, August 2025

Recent articles: Disinformation; low news media literacy; AI literacy; teachers' media literacy; transmedia literacy; media use in lessons

The latest issue of open-access Journal of Media Literacy Education (vol 17 issue 2) contains:
- Disinformation awareness via SMS? Exploring a new modality for boosting adult media literacy by Jannie Lilja, Ester Tottie, Niklas Eklund, Tobias Lindé, and Gunhild Hoogensen Gjørv
- Battle cry to “Do the research”: Vulnerability to QAnon, Alt Media, and low news media literacy by Kaye D. Sweetser and Kalyca Lynn Becktel - Classroom contexts: Teachers talk teaching media literacy by Sakshi Bhalla, Michelle R. Nelson, and Michael Spikes
- Insights from educators: Integrating AI literacy into media literacy education in practice by Stephanie Jean Tsang
- Media and information literacy strategies: A joint reflection with teenagers in Brazilian public school by Fábio Henrique Pereira, Cristine Marquetto, Liliane Maria Macedo Machado, Nathália Coelho da Silva, Rafiza Varão, and Mariana Fagundes Ausani
- How to shape digital competences among pre-service teachers: A global expert analysis by Łukasz Tomczyk, Francisco David Guillén-Gámez, Maria Lidia Mascia, and Julio Ruiz-Palmero
- Media literacy in the crosshairs: NATO’s strategic goals and the revival of protectionist pedagogy by Nolan Higdon and Sydney Sullivan
- A systematic review of transmedia literacy: Implications for lifelong learning by Rafel Meyerhofer-Parra - Constructivist media decoding in elementary school: Media literacy instruction across a school year by Faith Rogow, Bridget Crossman, Michele Coolbeth, and Janet Balk
- Using media as a source in lessons: Media literacy methodology and Constructivist Media Decoding by Ayşe Aslı Sezgin Büyükalaca, Chris Sperry, and Cyndy Scheibe
Photo by Sheila Webber: mulberries, July 2025

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

Recent articles: AI literacy education in schools; Gen AI and critical thinking; AI and scholarly research

Yim, I.H.Y., Su, J. (2025). Artificial intelligence literacy education in primary schools: a review. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-09979-w  (open access)
"Twenty-five empirical studies focusing on the primary school context were selected. The review revealed that (1) AI literacy encompasses a fluid conceptual understanding of digital literacy in terms of interacting and collaborating with AI, computational thinking, critical data literacy, and AI ethics; (2) constructionism, the constructivist theoretical framework, and the ARCS (Attention, Relevance, Confidence, and Satisfaction) model of instructional design were the dominant means of constructing the research design of the selected studies; (3) constructivist methodologies, project-based learning, programming, and human-agent interaction were commonly used by the selected studies, and AI learning tools, particularly intelligent agents, were often adopted in AI literacy teaching and learning research; (4) mixed-research methods were the most common, with surveys, interviews, and artifacts being employed to evaluate students’ learning outcomes; and (5) there were positive academic, affective, and behavioral educational outcomes, as well as course satisfaction. "

Hao-Ping (Hank) Lee, Advait Sarkar, Lev Tankelevitch, Ian Drosos, Sean Rintel, Richard Banks, and Nicholas Wilson. (2025). The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers. In CHI Conference on Human Factors in Computing Systems (CHI ’25), April 26–May 01, 2025, Yokohama, Japan. ACM. https://doi.org/10.1145/3706598.3713778 1

Wong, E. K. C., & Chiu, D. K. W. (2025). AI literacy instruction program in international school libraries: A qualitative study under the lens of the Big Six Information Literacy model. Journal of Librarianship and Information Science. https://doi.org/10.1177/09610006251331977 (not open access) "Eight ESF Year 12 students (five males and three females) studying IBDP were selected for interviews to learn about their perceptions, needs, and challenges in using GenAI, including their understanding of the ethical application of using GenAI at ESF King George V School. Two ESF secondary school librarians were interviewed at ESF Sha Tin College and ESF King George V School to seek their ideas and experiences in instructing students on AI literacies or competencies." 

Barber, S. T. (2025). A 2010s-Era MLS Library Reference Assignment Meets 2025-Era AI: An Assessment of the Suitability of AI Tools to Support Scholarly Research. Internet Reference Services Quarterly, 1–84. https://doi.org/10.1080/10875301.2025.2490489 (not open access)
Photo by Sheila Webber: memories of early spring, March 2025.

Lesson plans on the Children’s Code

The UK's Information Commissioner's Office (the UK’s independent regulator for Data Protection and Freedom of Information) has produced "a [free] suite of school resources for teachers to use when discussing privacy issues and the value of personal data [with children]. The lesson plans cover what counts as personal data, why it’s valuable and how to keep it safe when using social media."
"The Children’s code is a set of rules designed to make the internet a safer place for children to learn explore and play. It requires organisations to put the best interests of the child first when they are designing and developing apps, games, connected toys and websites that are likely to be accessed by young people."
There are worksheets and lesson resources for primary and for secondary schools, separately for England, Wales (in Welsh and English), Northern Ireland and Scotland.
Go to https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/childrens-information/school-resources/

Response to Curriculum and Assessment Review

The UK's Media and Information Literacy Alliance (MILA) has coordinated a response to the UK government’s Curriculum and Assessment Review interim report. "The coalition argues that MIL – the ability to engage critically with media and information in daily life – should have “the same status and attention as reading and writing.”" https://mila.org.uk/curriculum-joint-statement/
Photo by Sheila Webber: cherry trees, Cardiff, April 2025

Unpacking the truth

There is a teachers' kit for Unpacking the Truth, an EU/ European Commission publication. It is (to quote the site) "a new educational game designed to tackle disinformation head-on." "this interactive classroom activity empowers students aged 16 to 18 with critical thinking and fact-checking skills. Dive into a fictional social media post and navigate the world of false claims with the guidance of captivating EU-themed characters. Through engaging gameplay, students will learn to use EU resources to debunk disinformation effectively." There are professionally designed materials and a lesson plan.

They include one scenario and some social media posts that aim to lead students to very specific official EU sites. So, to be honest, this could end up being a bit tedious if the students don't pick up on the clues about which sites they are SUPPOSED to visit to combat the disinformation: I think you'd need to decide whether you were going to accept other types of disproof as well.
Also I would say calling the characters "capivating" is a bit of a stretch since all they get each is a short social media post. However, it is worth checking out for the learning design and teaching materials.
Download from https://op.europa.eu/en/publication-detail/-/publication/b955acdc-2999-11f0-8a44-01aa75ed71a1/

Review of AI and education

A critical review published by the Ada Lovelace Institute & the Nuffield Foundation in January 2025, focusing on schools, but (I think) with application to other educational levels (and countries) is A landscape review of AI and education in the UK..
"Our aims were to bring greater clarity on the role of AI in schools, to support policy and educational experts to navigate these issues, and to highlight priorities for further research and policy".
Conclusions include " Education-specific AI tools are barely emergent"; "The evidence base is limited on the pedagogical efficacy of using AI in EdTech, whether for general learning and teaching, for SEND or for administration" and "The regulation and governance of AI in EdTech has not kept pace with the evolution of the products, leaving pupils and schools exposed to potentially risky technologies being deployed."
Samson, R & Pothong, K. (2025). Discussion paper: January 2025: A learning curve? A landscape review of AI and education in the UK. Ada Lovelace Institute. https://www.adalovelaceinstitute.org/wp-content/uploads/2025/01/Ada-Lovelace-Institute-A-learning-curve.pdf
Photo by Sheila Webber: different type of landscape: crocus are in bloom, March 2025