Where do Americans turn first for information about breaking news?

An interesting report from the Pew Research Center - Where do Americans turn first for information about breaking news? - one striking think (highlighted in the report) is the difference between age groups e.g. 31% of 18-29 year olds going first to social media for breaking news vs. 6% of those aged 65+. 
I've linked below to the summary story, and there are links (at the bottom of the article) to the methodology, to the questions and to the descriptive results. 
The latter includes further interesting questions e.g. 67% had at some point stopped getting news from a specific source and 60% had reduced the amount of news they got overall. There is also a question about "do you consider this research" with options such as comparing sources, Googling, discussing with friends. 
St. Aubin, C. (2026, March 24). Where do Americans turn first for information about breaking news? https://www.pewresearch.org/short-reads/2026/03/24/where-do-americans-turn-first-for-information-about-breaking-news/
Photo by Sheila Webber: magnolia tree, March 2026

#LILAC26 preview: information experiences of female engineering students; Learning Sets; Digital literacy

I continue sharing previews of Sheffield colleagues' sessions at the LILAC conference . Today's is from Laura Woods, talking about the three sessions she is involved with. Laura writes. 

I am fortunate to be speaking three times at LILAC this year! I’ve never given multiple presentations at a conference before, but all three of my presentations are from entirely separate projects, so I’m excited to be able to bring them all to LILAC. 
My first presentation is on day 1 of the conference, and will present preliminary findings from my PhD research into the information experiences of female engineering undergraduates at UK universities. I am actually revisiting a presentation I gave at LILAC in 2025, which shared results from my pilot study, at an earlier stage of my research. I’m hoping that any attendees who were there in 2025 will be able to see how my research has developed since completing all of my data collection and beginning data analysis.
My second presentation will be in the morning of day 2, where I will be presenting alongside Dr Pam McKinney. We are sharing the results of an Arts Council-funded project, looking at how creative and arts-based activities can be a gateway to digital literacy for older people. This has been a fascinating project that I’ve felt privileged to be part of, so I am looking forward to discussing the project with the LILAC audience. [There will be more about this from Pam, tomorrow!]
Finally, also on day 2, I am hosting a workshop to launch the Information Literacy Group’s (ILG) inaugural LILAC Learning Sets programme. This is a pilot scheme we are launching this year, aimed at enabling LILAC attendees to form connections and sustain these past the end of the conference. If you are attending LILAC and interested in participating in the LILAC Learning Sets, there is still time to sign up for the workshop - but places are limited! To register for the workshop, sign into your account on the LILAC website, then scroll down to “Book your conference sessions”.
Image: this year's LILAC logo, celebrating Sheffield's women of steel

#LILAC26 preview: Reflections from the next generation of IL educators

My next post sharing a preview of colleagues' LILAC conference presentations is from Dr Pamela McKinney, about a session which be on day 3 of the conference (1st April), Reflections from the next generation of IL educators (the abstract is here). Pam writes: 

This LILAC presentation will focus on the design and delivery of the Information Literacy module at the University of Sheffield, which was originally designed by Sheila Webber and is now co-taught by Pam McKinney, Sheila Webber and Pete Holdridge. The module is core in semester 1 for students on the on-campus Librarianship and the distance learning Library and Information Services Management programmes. This presentation extends the work that Sheila and I have done to promote the pedagogical approach we adopt in the module to support the next generation of IL educators, for example, with a chapter for the ACRL book “The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning” and conference presentations at the 2017 ECIL conference and 2016 Creating Knowledge conference and the 2018 LILAC conference. 

This presentation highlights the voices of students who have studied the module either on-campus or as a distance learner. Students were invited to contribute, and were offered a variety of ways in which to do that. Seven students volunteered: three have created short videos that will be embedded into the conference presentations, one studnet has created an interactive element, and three have contributed slides - 2 of whom will be able to attend in person. Continuing our focus on the value of reflection, students have offered reflections on the aspects of the module they found personally meaningful and influential, for their current or future practice. I’m very much looking forward to sharing their views with the LILAC conference.
Photo by Sheila Webber: cherry blossom in Sheffield city centre, March 2026 - Sheffield is the venue for LILAC this year

#LILAC26 preview: 'All mushrooms are edible but some only once': Exploring conceptualisations of information literacy in risky leisure contexts through hobbyist mycology

This is the first of a short series previews of talks to be given at the LILAC conference next week by colleagues from Sheffield University. First we have Laura Williams, librarian and doctoral scholar, reflecting on one of her talks (scheduled for next Wednesday): 'All mushrooms are edible but some only once': Exploring conceptualisations of information literacy in risky leisure contexts through hobbyist mycology. Over to Laura!

This LILAC talk about information literacy and mushroom foraging began life as a zine created last year. Last year I found myself developing an interest in fungi, enjoying walks to spot mushrooms as a form of mindfulness. This interest quickly escalated into an obsession. Hundreds of photographs on my phone, reading books and websites to learn how to identify mushrooms, and joining Facebook groups. I do not like eating mushrooms, but I found myself becoming fascinated with the information richness of hobbyist mycology. 
I turned these thoughts into a zine which more broadly explores the information world of hobbyist mycology. The ideas from that zine have now been developed into a conceptual paper focusing on the information literacy aspects and management of the risks associated with foraging. 
I share that story as insight into how I have ended up on the LILAC programme with a presentation which is neither an output from my doctoral research, nor my work as a librarian. Whilst mushrooms may not be directly linked to my doctoral research about information practices in ultramarathon running, there is certainly a connection. 
My doctoral research has also involved in depth exploration of information literacy in an everyday life and leisure setting. The research question explored is how practices of information literacy are used to manage risk in hobbyist mycology. 
This talk will be a conceptual presentation in which I draw upon selected literature about mushroom foraging to identify ways that information literacy practices are enacted. I draw upon Annemaree Lloyd’s work around information literacy as a socially constructed practice and the work of Alison Hicks on risk-informed information practices. As the title of my talk suggests, mushroom foraging could be considered a risky hobby, with risk of illness or even death from accidental poisoning. 
The talk explores social, cultural and technological factors through which information literacy is enacted. Hobbyist mycology involves many forms of information as part of decision making and negotiating uncertainty. However, little is currently known about the ways information literacy is enacted within these different information activities, and other risky leisure activities. 
Through the provocation of ‘all mushrooms are edible but some only once’ this paper calls for the information literacy community to look towards a rich, overlooked site for understanding every day and leisure information literacy. 
For a researcher who is reaching the final stages of PhD life, writing this abstract for LILAC was an opportunity to find out what would happen if I was bold enough to stray beyond my comfort zone. To find out whether I can take a different question in another space within leisure information, review the literature, explore different theories and present my ideas to an audience.
Screenshot by Laura Williams, showing one of the mushroom folders on her phone.

Webinar 24th march: Talk to Me: Conjuring Connection in the Classroom

There is a free webinar on 24 March 2026 at 12-1 pm Central Time (US and Canada) 17.00 GMT: Talk to Me: Conjuring Connection in the Classroom, organised by the ACRL Instruction Section Teaching Methods Committee. 
"Join Ariela McCaffrey, Reference and Instruction Librarian from Connecticut State Community College Three Rivers, to explore different approaches to class discussion and engagement. In this presentation, McCaffrey will provide an overview of various engagement methods based on the works of Robert J. Marzano, Dan Rothstein, Luz Santana, and Dale M. Bauer. She will also discuss studies about student anxiety regarding "negative evaluation" and its impact on class conversation, specifically how it relates to first-generation students and their success in academia. Attendees will have time to share their own stories of struggle and triumph of engaging students in class discussion." 
Register at https://wustl.zoom.us/meeting/register/RPYDC6QbTZSJ1OtTK6QpKQ#/registration. 
Photo by Sheila Webber: daffodils, March 2026

Webinar: Rejuvenate Adjuncts with a Library Retreat

Another LILi Show & Tell webinar, on 15 April 2026 at 11.00 US Pacific time (which is 19.00 BST) Rejuvenate Adjuncts with a Library Retreat, presented by Melissa Johnson and Tracey Rinehart. "This session will focus on ways to engage with adjunct faculty by hosting a one-day retreat focusing on teaching, research, and topics central to adjuncts’ daily workflows. 
Goals: Provide participants with insight and ideas on how to conduct a rejuvenating adjunct using a library retreat in order to cultivate a sense of belonging, connectedness, and partnership; Inspire attendees to explore ideas to adapt a similar event at their home institution in order to cultivate a sense of belonging, connectedness, and partnership. 
The session will include: An interactive Mentimeter presentation; A poll to determine if participants also experienced similar adjunct involvement issues; Time for participants to brainstorm ways they can implement a retreat-like event at their home institutions; Time for participants to share some of their ideas with the larger group to generate additional interest and ideas. 
Zoom link: https://uci.zoom.us/my/marquezn
Photo by Sheila Webber: daffodils, March 2026

IMLS website add AI Literacy

The USA's Institute of Museum and Library Services (IMLS) launched an official Government Information Literacy website in 2024, aimed to help librarians develop people's IL in different contexts. 
(1) It has created some AI Literacy lesson plans (aimed at students aged 11-18) on its Teaching Information Literacy Toolkit page (which also includes leassons plans for digital literacy, health literacy, financial literacy and science literacy) https://informationliteracy.gov/page/teaching-information-literacy-skills-toolkit
(2) It recently added a section on AI Literacy with brief explanations and curated resources of different kinds. https://www.informationliteracy.gov/page/ai-literacy
Photo by Sheila Webber: (mirabelles) plum blossom, March 2026

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

Webinar: Data Literacy: Navigating the Shift from Hype to Reality

Continuing the data literacy theme from yesterday, there is a webinar on 25 March 2026 at 11.00-12.00 US Central time (which will be 16.00-17.00 GMT) Data Literacy: Navigating the Shift from Hype to Reality. It features the the guest editor and authors from Library Trends 74(3) (open access). There will be presentations followed by discussion.
Presenters are: Ben B. Chiewphasa, issue editor and discussion moderator; Jeonghyun (Annie) Kim and Brady Lund The Value of Data Literacy: Insights from Community College Students; Hayley Park and Negeen Aghassibake Empowering Immigrant Library Users Through Personal Data Literacy Programming in Public Libraries; Dolsy Smith and Emily Blumenthal Not Another Boot Camp: Toward an Inclusive Computational Pedagogy. 
Register at https://go.illinois.edu/DataLiteracy
Photo by Sheila Webber: daffodils, March 2026

Recordings: Data Literacy for Community College

Recordings from the 2nd webinar series (held February 2026) which forms part of the University of North Texas' (USA) Data literacy for community college project are available. This series had that title Building Data Literacy in Practice: Tools, Lessons, and Strategies, and the webinars were on: Understanding Data and Data Sources; Making Data Insightful and Actionable; and Managing Data Ethically and Responsibly. 
Go to https://ci.unt.edu/dlcc/webinars/webinar-recordings.html and scroll down the page (the series 1 webinars on From Principles to Practice: Data Literacy in Academic Libraries, held in 2025, are linked at the top of the page). 
From my quick scan of the slides, these presentations look useful to my own teaching and students e.g. Making Data Insightful and Actionable goes from the need to formulate a meaningful question, through data collection and analysis to presentation (with the focus on quantitative data).
Photo by Sheila Webber: last snowdrops (in that I will move on from snowdrop photos now), February 2026

Articles on AI in higher education

The recent issue (Vol. 3 No. 2., published later than the title date of December 2025) of HETL Frontiers (twice-yearly journal of the International Higher Education Teaching & Learning Association) has 22 short (3 page) articles about AI in higher education, including some useful practical studies and research studies. AI Literacy and Digital Literacy are emphasised. You can download this issue from the journal home page https://www.hetl.org/hetl-frontiers/
Photo by Sheila Webber: spring branches, March 2026

Webinar: Revising the ACRL IL Framework

There is a webinar on the current review of the ACRL Framework for Information Literacy, organised by ACRL’s Student Learning and Information Literacy Committee (SLILC). Revising the Framework: Learn and Discuss is on 26 March 2026 at 13.00-14.00 US Central time (bear in mind that North America has gone to summer time, and many other countries don't until the 29th.
"Our information environment has changed in significant ways in the decade since the ACRL Framework for Information Literacy for Higher Education debuted, and over the last few years a dedicated taskforce has been focused on reviewing the current framework and proposing revisions. As the release date for the draft grows near, SLILC would like to invite all interested community members to join an event that will offer an opportunity to hear some of the reasons and process for upcoming Framework revisions, as well as a chance to begin thinking about how these changes may affect your practice at a personal and institutional level."
Register at https://ala-events.zoom.us/meeting/register/vIlMUcDDSH-V-QZ61VkzkQ#/registration
Photo by Sheila Webber: a survivor (from Victorian times), March 2026

GenAISiS Online Training Series

More spaces have been freed up for the free GenAISiS Online Training Series. Two sessions have already taken place. 
In Session 3 Game 2: Bot or Not? (24 March 2026, 3:30-5:00pm GMT (UK time) "Participants will test their skills in deciding whether text came from a child, a teacher or an AI - and learn how to run this critical literacy activity in their own environment." 
In Session 4: Game: The Great Art Guess-Off (2 April 2026, 3:30 - 5:00pm BST (UK time) "Using youth-created, artist and AI visuals participants will compare: AI‑generated images; Artist-created work; Child-created drawings. A fun way to teach visual literacy and help children think critically about authenticity and style in digital images." 
The sessions are "aimed at anyone supporting learners aged 8-13 who wants to build stronger AI literacy skills (e.g., Teachers/Trainee Teachers, Librarians, Youth workers, Learning Support staff, Researchers, School Nurses, other interested information professionals, teaching professionals and students)." 
Go to https://app.onlinesurveys.jisc.ac.uk/s/robertgordonuniversity/genaisis-t-r-a-i-n-free-webinar
Photo by Sheila Webber: spot the squirrel, February 2026

Today! Navigating the Novice-Expert Research Gap

Today, 10 March 2026, at 12noon US Eastern time (19.00 UK time) there is a free webinar: Navigating the Novice-Expert Research Gap: An Information Literacy Taxonomy. "In this webinar, we will outline a new taxonomy that is intended to help instructors and librarians navigate this expert-novice research gap. Participants will be introduced to the new taxonomy and consider how they can utilize it to develop research assignments with clear expectations and appropriate scaffolding for learning." 
Information about this and other webinars in the series at https://u.osu.edu/meaningfulinquiry/spring-2026-meaningful-inquiry-workshops/ 
Register at https://osu.zoom.us/webinar/register/WN_D2ErXMe0StmsdywAcPnSDQ#/registration 
Photo by Sheila Webber: lots of snowdrops, February 2026

Online courses

Online short courses offered by Library Juice Academy in April and May include 
- Embedded Librarianship in Online Courses (US$250), runs April 6 - May 3, registration & details at https://libraryjuiceacademy.com/shop/course/081-embedded-librarianship-online-courses/ 
- Introduction to Open Educational Resources (OER) (US$250), runs May 4 - May 31, registration & details at https://libraryjuiceacademy.com/shop/course/312-introduction-to-open-educational-resources-oer/ 
- Introduction to Universal Design for Learning (US $375), runs May 4 - June 14, registration & details at https://libraryjuiceacademy.com/shop/course/208-introduction-universal-design-for-learning/
Photo by Sheila Webber: someone gave the Boy With Dove statue a hat to keep him warm, February 2026

Recent articles: AI and more AI; data literacy; research guides

The latest complete issue of the Journal of Academic Librarianship is vol 52 issue 1. This is a priced publication, but at time of writng the ones which aren't open access are badged "complimentary" which I think means they are free for a limited period. The issue includes:
- McCrary, Q.D. (2026). Are we ghosts in the machine? AI, agency, and the future of libraries. The Journal of Academic Librarianship, 52(1), Article 103181. https://doi.org/10.1016/j.acalib.2025.103181 (Open access) "Without intervention, students risk becoming passive passengers in their own research process, potentially undermining the traditional goals of information literacy grounded in autonomy and deliberate practice."
- Ayinde, L. et al. (2026). Adoption of artificial intelligence in academic libraries: A systematic review of current practices, challenges, and research opportunities. The Journal of Academic Librarianship, 52(1), Article 103185. https://doi.org/10.1016/j.acalib.2025.103185 (Open access)
- Boetje, J. et al. (2026). Validating design principles for teaching information problem solving in higher education: Academic librarians' perspectives. The Journal of Academic Librarianship, 52(1), Article 103183. https://doi.org/10.1016/j.acalib.2025.103183 (Open access).
- Lugya, F.K. (2026). Enhancing access and efficiency: The role of library research guides in supporting academic success at Busitema University. The Journal of Academic Librarianship, 52(1), Article 103189. https://doi.org/10.1016/j.acalib.2025.103189
-  Kavak, A. & Gültekin, V. (2026). Examining the relationship between digital competencies and artificial intelligence literacy of academic librarians in Türkiye.  The Journal of Academic Librarianship, 52(1), Article 103191. https://doi.org/10.1016/j.acalib.2025.103191 - Lo, L.S. (2026). The CARE approach for academic librarians: From search first to answer first with generative AI. The Journal of Academic Librarianship, 52(1), Article 103186. https://doi.org/10.1016/j.acalib.2025.103186
- Mann, E.Z. (2026). Making data literacy accessible: A pilot study of academic library and community collaboration for citizen data literacy. The Journal of Academic Librarianship, 52(1), Article 103166. https://doi.org/10.1016/j.acalib.2025.103166
- Fernández-Pascual, R. et al. (2026). Exploring undergraduates' self-efficacy in information, media, and data literacies: An integrated approach using the ACRL framework's threshold concepts. The Journal of Academic Librarianship, 52(1), Article 103192. https://doi.org/10.1016/j.acalib.2025.103192 (open access)
Photo by Sheila Webber: sign of spring, 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

Webinar: Unlocking Digital Worlds for Older People

On 10 March 2026 at 12:00-13:00 GMT there is a free online event The Creative Gateway: Unlocking Digital Worlds for Older People. My colleagues Dr Sharon Wagg, Dr Pam KcKinney and Laura Woods will present "research that highlights the powerful role that arts, culture and creativity can play in supporting digital inclusion for older people. Funded by Arts Council England, in Partnership with 100% Digital Leeds, the research shows how creative activities can act as a vital gateway into the digital world and offers practical recommendations for libraries, creative and cultural organisations, local authorities and funders, alongside a new toolkit to support action."
Register at https://www.librariesconnected.org.uk/index.php/events/webinar-creative-gateway-unlocking-digital-worlds-older-people
The project report and toolkit is here: https://sites.google.com/sheffield.ac.uk/leedsdigitalinclusion/press-publications
Photo by older person Sheila Webber: winter and spring, March 2026 (that's a mimosa tree on the right)

Webinar: Generative AI and Retrieval Augmented Generation

The UK electronic information Group (UKeiG) is repeating the half-day priced online course Generative AI and Retrieval Augmented Generation for librarians, information and knowledge professionals on 19 March 2026, 13.00-16.00 GMT. The leaders are my colleagues Dr Andrew Cox & Dr Suvodeep Mazumdar, School of Information, Journalism & Communication, Sheffield University, UK. More detail is given at the registration link below (scroll down that page and use the tabs).
The course (including presentation slides and documentation) costs: UKeiG/CILIP members £50 + VAT;  Non-members £80 + VAT. Register at  https://www.cilip.org.uk/events/EventDetails.aspx?id=2036998&group=201314
Image generated by Sheila Webber using Midjourney AI, prompt: beautiful landscape of green grass, rolling hills and pastel flowers, soft blue sky, in the forground a silver tabby adult cat plays with dandelion seed head

Collaboration for Information Literacy Prize

A new press release from Florida State University, USA, celebrates the Collaboration for Information Literacy Prize from the Modern Languages Association to a Faculty-Librarian team at FSU who collaborated to deliver "“Paris World Capital,” an innovative course that invites students to critically examine Paris as a cultural and global icon while strengthening research and digital literacy skills."
The collaboration involved Professor of French, Aimée Boutin, and an interdisciplinary team from FSU Libraries, including Rachel Duke, Kelly Grove and Jonathan DaSo.
There is more information at https://news.fsu.edu/news/arts-humanities/2026/02/27/national-mla-award-recognizes-florida-state-universitys-innovative-faculty-librarian-partnership/
There is description of the course itself here.
Photo by Sheila Webber: in the gardens of the Musee Montmartre, Paris, November 2023

Reflection as a Means to Assess Information Literacy Instruction

Yesterday there was an update on the project at the University of Houston, USA, on using reflection in information literacy education. The original paper was:
Kapacinskas, N., Lopez, E., Warren M. & Douglas, V.A. (2025). Reflection as a means to assess information literacy instruction. Journal of Information Literacy, 19(2), 93–103. http://dx.doi.org/10.11645/19.2.781 ("This project report outlines the development of a qualitative, reflection-based evaluative process and toolkit for our Libraries’ instruction programme that centres two critical domains: teacher-librarian self-efficacy and student learning.") The update is:
Kapacinskas, N., Douglas, V.A., Lopez, E. & Warren M. (2026, February 26). Project Report Update: Reflection as a Means to Assess Information Literacy Instruction. https://infolit.org.uk/project-report-update-reflection-as-a-means-to-assess-information-literacy-instruction/
Photo by Sheila Webber: snowdrops, February 2026

Call: Education and Behavioral Sciences Section research forum

The ACRL Education and Behavioral Sciences Section invites proposals for presentations at their virtual research forum, to be held online on 6 May 2026. The propsal deadline is 16 March 2026. The proposals should report on research (at any stage - it doesn't have to be completed) "relevant to library work in education, behavioral, or social sciences or to academic libraries in general."
The presentations will take the form of 10-minute lightning talks. "Proposals will be evaluated via rubric by the extent to which they address the following five elements. [which are research design, relevance & value, originality, EDI and project status] Upon reviewing your proposal, the EBSS Research Committee will follow-up with any questions. You do not need to be a member of ALA or ACRL to submit a proposal."
The proposal form is at https://docs.google.com/forms/d/e/1FAIpQLSdkNtdaULTeTDycIIjCgUhoFCGPMolQvau-WYrxqD3iUx5_iQ/viewform
Previous fora (with recordings / slides) are linked here https://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/ebss/ebsswebsite/ebsscommittees/research
Photo by Sheila Webber: squirrel in Sheffield Botanics, February 2026

Webinar: Digital Literacy & Pop-up Teaching

On 5 March 2026 at 8.00 (US EST), 13.00 (GMT), 21.00 (SGT) there is a free webinar (lasting 90 minutes) Digital Literacy & Pop-up Teaching. The leaders are Jennifer Nardine (Asst Prof/Librarian/Coordinator of Int'l Outreach, University Libraries at Virginia Tech, USA) and Katlyn Griffin (Teaching & Learning Engagement Librarian, University Libraries at Virginia Tech, USA). 
"Explore innovative “pop-up teaching” activities on digital literacy topics. Grounded in Virginia Tech’s Digital Literacy framework, this webinar introduces key competency areas and offers adaptable examples for diverse learning contexts." 
It is organbised by American Library Association (ALA) International Relations Round Table (IRRT) Mission Enhancement Project, in collaboration with IFLA WLIC 2026, Korea National Committee, as part of a development series. 
Register at https://us06web.zoom.us/webinar/register/WN_D1mrKzEpQmuItCovxuSAxQ
Photo by Sheila Webber: iris reticulata (possibly "George"), February 2026

Webinar: Information Literacy, data and evidence removal in the US

On 26 February at 14.00-1500 GMT there is a webinar organised by the CILIP Information Literacy Group: Information Literacy, data and evidence removal in the US. It is free to CILIP members, £5 to others. 
"During the US government shutdown in October and November of last year, many of us saw the notice on the PubMed website warning that information on the site may not be being updated. For many of us in the information literacy community, this brought into focus how events in the US are affecting our own access to and use of information. In this webinar, we will hear from Isobel Eddyshaw, an Academic Liaison Librarian at the University of Exeter. In this talk, Isobel will go through and explain some of the current changes in the US, their impact on data and evidence removal on databases, as well as how she put together the LibGuide. This will be a 30 minute presentation, followed by a 30 minute Q and A, and offers a chance for us as information professionals to discuss our concerns and share how changes in the US are affecting our practice." 
Go to https://www.tickettailor.com/events/cilipinformationliteracygroup/2014393

Book: Teaching Information Literacy by Discipline

Libson, S.P. & Willey, M. (Eds.). (2025). Teaching Information Literacy by Discipline: Using and Creating Adaptations of the Framework. ACRL. Item Number 979-8-89255-561-6
There are sections (each with several chapters) on: Arts; Writing; Humanities; Interdisciplinary Studies; Social Sciences; Business; Education and Behavioral Studies; Health; Sciences
Full information at https://alastore.ala.org/teaching-information-literacy-discipline-using-and-creating-adaptations-framework
Photo by Sheila Webber: snowdrops, February 2026

Podcast: Autistic Librarians in Academic Library Workplaces

The twelfth episode of the podcast Chatting Info Lit is Autistic Librarians in Academic Library Workplaces: "Lucy Dodge speaks to Amelia Haire (Senate House Library; Neurodivergent Library and Information Staff Network). Amelia talks about the research she conducted as part of her Masters dissertation, which focuses on what it means to be information literate for an autistic librarian in the academic library workplace." 
Apple Podcasts: https://podcasts.apple.com/us/podcast/episode-12-autistic-librarians-in-academic-library/id1673423506?i=1000750168434 
Spotify: https://open.spotify.com/episode/79bDXYuA8deGTFwEHZKEIF?si=ygt9p8yyRWmfDxguUEDoww 
Soundcloud: https://soundcloud.com/chatting-info-lit-podcast/autistic-librarians-in
Photo by Sheila Webber: crocus, February 2026

ACRL Immersion Program

ACRL (the US Association of College and Research Libraries) has started up its Immersion Program again "an intensive three-day program" which "provides participants with an immersive learning experience where they can reflect on core issues related to teaching and learning in libraries and develop new relationships with colleagues from a variety of institutions."
It will take place 15-17 July, in person, at Loyola University in Chicago, USA. A maximum of 50 delegates are admitted. Registration is supposed to open "mid February" (though I can't see a link yet)
There is full information here: https://www.ala.org/acrl/conferences/immersion?_zs=SUvvg1&_zl=ThCcA
Photo by Sheila webber taken in Second Life, immersed underwater

Call for proposals: 2026 Virtual LILi Conference

There is a call for proposals for the 2026 Virtual LILi Conference, to be held online on 23-24 July 2026 (in the US Pacific time zone: for those in the UK and other parts of Europe this will be in late afternoon/ evening). The theme is Artificial Intelligence Meets Information Literacy: Challenges and Opportunities for the Future. The submission deadline is 13 April 2026. 

You can propose presentations (15-min presentation plus Q&A), lightning talks (5-7 minutes), PechaKuchas or posters "that explore innovative approaches, research findings, practical strategies, and emerging trends in libraries and information literacy related to artificial intelligence, particularly in support of equity and inclusivity." There is a "focus on practical uses rather than theory" and some specific themes are suggested on the page with the full call (which includes proposal form links) https://docs.google.com/document/d/1dH6pDiIq8XMaJARUGL7umcnCNRcijQGkZrK3VzF5OCQ/edit?tab=t.0
I will just add that I think  it's wonderful that the LiLI volunteers keep organising these free interesting events!

A Taxonomy of LLM Summarisation in Academic Search

An interesting categorisation of the different ways in which different types of large language models (LLMs) summarise outputs from academic search tools:

Tay, A. (2026, January 24). Classifying the Ways LLMs Summarise in Academic Search: Understanding AI Summaries in EBSCO, ProQuest, and More. https://aarontay.substack.com/p/classifying-the-ways-llms-summarise
Photo by Sheila Webber: war memorial, Sheffield, 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

New articles: Collaboration; Assessment, AI

The latest issue of open access College & Research Libraries News (volume 87 issue 2) includes: 
- It’s Not Easy Staying Human: Generative AI, Cognition, and Reflection by Maxwell Gray
- Intentional Co-Instruction: Bringing the Framework and Guidelines into Conversation for Undergraduate History Information Literacy Instruction by John Caldwell, Kaitlyn Tanis
-  Pathways to Impact: Anticipating Action in Library Assessment by Becky Croxton, Megan Oakleaf
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1691/showToc
Photo by Sheila Webber: winter branches, February 2026

Webinar: Designing Accessible Canvas Modules with DesignPLUS

A LILi Show & Tell webinar is presented by Stacey Greenwell on 25 February 2026 at 11.00 US Pacific time (19.00 GMT) "This practical presentation will show examples of three research skills modules created with DesignPLUS in Canvas. The presenter, an instructional designer and librarian, will talk through templates that use solid design practices and how those can help create modules to support information literacy instruction. Special attention in the presentation will be given to using Ally and UDOIT to ensure accessible Canvas modules". Zoom link is https://uci.zoom.us/my/marquezn
A recording will be available on the LILi Show & Tell webpage afterwards https://lili.libguides.com/showandtell/home

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

LOEX Registration opens (and likely also closes)

Registration for the USA's main information literacy conference, LOEX (7-9 May 2026 held in-person in Norfolk, USA) opens today 13 February 2026 at 13.00 US Eastern time, which is 18.00 GMT. My understanding is that this fills up more or less immediately, rather like a hot-ticket gig. Preference is given to those whose organisation is a LOEX member.
They say "Please be prepared at the time of registration to: provide basic contact info, food preferences, and whether you plan on attending the Thursday night meet & greet. You do *not* need a member ID. Instructions on how to make a payment *AFTER* you register will be on the registration confirmation page; payment isn't due until April."
Go to https://loexconference.org/registration/ "If you get to the page early and the form is not available, please re-fresh your browser."

Information Literacy webinars in February

Ohio State University (USA) University Libraries Teaching & Learning Department, has a series of free information literacy workshops. The ones coming up in February are:
- Do Students Really Need to Learn That? Controversial Research Notions
February 12, 2026 at 12.00-13.00 USA Eastern time (which is 17.00-18.00 GMT/UK time)
To register go to https://go.osu.edu/sp26controversial
"Do first year students need to be using peer-reviewed journal articles? Should students spend time learning how to use Boolean operators? How important is it for students to be able to create perfect APA or MLA citations? Is plagiarism really theft? Research and information literacy instruction often centers around teaching students how to conduct research in the same way as disciplinary experts. ... This presentation will outline several controversial notions related to how we teach research and information literacy. Participants will be encouraged to consider these notions in light of their own teaching practices and consider potential alternative approaches for teaching research and information literacy. This workshop is being offered by the University Libraries Teaching & Learning Department, and the University of New Mexico Libraries"  

- Teaching Research Practices: The Impact of Prior Knowledge on Students’ Research Performance
February 19, 2026 at 12.00-13.00 USA Eastern time (which is 17.00-18.00 GMT/UK time)
To register go to https://go.osu.edu/sp26priorknowledge
"Students come into our classes with prior understandings about what it means to do research or how to perform specific research practices or tasks. While this prior knowledge can sometimes be useful, when it is inaccurate or inappropriate, prior knowledge can also cause students to struggle with research assignments or projects. This workshop will explore the relationship between prior knowledge, research, and information literacy. The presenter will share practical ideas for how to identify, activate, and, when needed, correct students’ prior knowledge in order to support improved performance on research assignments. This workshop is being offered by the University Libraries Teaching & Learning Department"  

- Teaching Research Practices with Small Teaching
February 26, 2026 at 12.00-13.00 USA Eastern time (which is 17.00-18.00 GMT/UK time)
To register go to https://go.osu.edu/sp26smallteaching
"James Lang uses research on how we learn to provide guidance for small changes that instructors can make in order to support student learning. This workshop will provide an overview of the Small Teaching approach and consider how instructors can use this approach to help students develop key understandings and skills related to research and information literacy. The presentation will use Small Teaching to highlight activities and strategies that instructors can incorporate into their classes that do not require a significant amount of time or a major course redesign. "
The whole series is listed at https://u.osu.edu/teachinginfolit/teaching-information-literacy-workshops/virtual-workshop-series/
Photo by Sheila Webber: a January King cabbage being king of the shopping basket, January 2026

Information Literacy Group New Professionals - Randomised Coffee Trial

The Information Literacy Group New Professionals sub-committee is organising "a Randomised Coffee Trial for new professionals to meet and share Information Literacy experiences. This is available for any current students or recent graduates of library courses, apprenticeships or anyone new to a Library job (less than 5 years experience) in all library sectors."
"You'll be matched with someone else from a different sector to arrange a virtual catch up at a time to suit you both. We'll provide some 'conversation starters' and some guidance but you can discuss whatever you want - the point is to share experiences, views on information literacy and get to know each other better."
This can be a good way to meet up with another person who is starting out in the profession
"You can share experiences, learn about different sectors and receive support. People who have attended a Randomised Coffee Trial before have enjoyed meeting new people and have been able to share ideas and best practices that they can take back to their organisation."
Fill in this form to be matched with a partner https://forms.gle/wECdN1d7CPNn56oy6
Photo by Sheila Webber: this is actually a cup of hot chocolate, but I think it's in the right spirit; Krakow, October 2023

Podcast on LILAC Learning Sets

The latest episode of Chatting Info Lit (produced the Information Literacy Group's New Professionals) is Welcome to LILAC Learning Sets
"We talk to Laura about the action learning sets pilot at LILAC in Sheffield and discuss why they are especially beneficial to new professionals, both in developing their practice and widening their professional networks. Tune in and find out how action learning sets work and how you can get involved. Thanks to Laura for such a fascinating and inspiring chat!"
Details, including a transcription are here https://infolit.org.uk/chatting-info-lit-episode-eleven-learning-sets-at-lilac-with-laura-woods/
- Spotify https://open.spotify.com/episode/6GR0DrJK4Ut5Rs8LV9HVMO
- Apple podcasts https://podcasts.apple.com/gb/podcast/episode-11-lilac-learning-sets-with-laura-woods/id1673423506?i=1000747045742

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

Draft programme for #LILAC26 conference

The draft conference programme for LILAC 2026  (taking place 30 March - 1 April 2026) has been published and you can download it from https://www.lilacconference.com/lilac-2026/conference-programme-1 
Also, if you want to attend, the Early Bird conference rate ends tomorrow (6 February). 
My own University, Sheffield, is hosting the conference and we have a nice amount of participation on a wide variety of topics  (from mushrooms to makerspaces!) from colleagues and students in my department (School of Information, Journalism and Communication), and from colleagues in the library. 

Next month I will be featuring blog posts from my colleagues, to give tasters of what to expect! Our contributions will be: 
- Laura Woods: “Let them be louder, I’ll just be smarter”: gendered information experiences in undergraduate engineering education 
- Laura Williams: Breaking through the noise: exploring the role of social media content creators for fitness information literacies and ‘All mushrooms are edible but some only once’: rethinking information literacy in leisure contexts through hobbyist mycology 
- Pam McKinney and Laura Woods: Digital literacy through arts and culture activities: supporting older adults 
- Vicky Grant, Amanda Bellenger (University of Western Australia) and Mara De Brasdefer: Supercharged by AI: the power of global collaboration in facilitating critical AI literacy 
- Graham Mclearney, Rosa Sadler and Vicky Grant: Making, makerspaces and the role of information literacy
- Pam McKinney, Sheila Webber, Pete Holdridge and students from our Librarianship programmes: Reflections from the next generation of IL educators 
- Sheila Webber (me!): keynote talk! (current working title Reflecting on Information Literacy in a time of polycrisis and cherry blossom)

Webinar: Digital Literacy and Information Literacy

On 11 February 2026 at 11.00-12.00 US Pacific time (which is 19.00-20.00 GMT) LILi present a free webinar Digital Literacy and Information Literacy, with presenters Cori Biddle, Emily Zimmerman, Kristi Addleman Ritter, and Frankie Checchio from Penn State University Libraries, USA.
"Digital literacy and information literacy have increasingly become 2 sides of the same coin in academic libraries; students struggle with basic digital technology skills almost as much as they do with basic research skills. In this session, presenters will explain how Penn State University Libraries developed Tech Academy to help provide a basic introduction to the technology and digital tools available to all Penn State students. The goal of this session is to share how librarians adapted their information literacy instruction to meet digital literacy learning needs. Attendees will also learn more about the strategies followed to keep the content relevant and up to date. They will also have time to share their own experiences with digital literacy." 
Join online at https://uci.zoom.us/my/marquezn 
A recording will be available on the LILi Show & Tell webpage after the session https://lili.libguides.com/showandtell/home

Handling AI in One-Shots

A practical blog post on dealing with the topic of AI: 

Ball, E. (2026, January 22). Let’s Discuss: How Should We Handle AI in One-Shots? ACRLog. https://acrlog.org/2026/01/22/lets-discuss-how-should-we-handle-ai-in-one-shots/
Photo by Sheila Webber: snowmen on the melt a couple of weeks ago, January 2026

Webinar: Harnessing AI as a Collaborative Partner for Ethical Research & Writing

On 26 February 2026 at 13.00 US Eastern time (18.00 GMT) there is a free webinar sponsored by Springer Nature: Harnessing AI as a Collaborative Partner for Ethical Research & Writing. The speakers are librarians Yulia Sevrygina (University of Michigan , USA) and Helen Bischoff (University of Kentucky, USA) "who have developed meaningful best practices and tactics for integrating AI responsibly into writing and research. Learn how they’ve developed practical approaches which empower researchers and learners while navigating the AI challenges of bias, credibility, and ethics."
Information and registration at: https://www.choice360.org/webinars/harnessing-ai-as-a-collaborative-partner-for-ethical-research-writing/
Photo by Sheila Webber: shadows on the snow a couple of weeks ago, January 2026

Contemporary Approaches to University Teaching MOOC

You can enroll for free in the Contemporary Approaches to University Teaching MOOC which runs 16 February 2026 – 28 June 2026. "The course is presented under the auspices of the Council of Australasian University Leaders in Learning and Teaching (CAULLT) and is led by Professor Agnes Bosanquet (Torrens University, Australia) and A/Prof Marina Harvey (Macquarie University, Australia)."
It is aimed at anyone who teaches in Higher Education (including librarians!), and there is a choice of 24 "two hour" modules. The MOOC content is also available to universities to share and adapt under a Creative Commons license.
Register at https://canvas.instructure.com/enroll/DGJ4KE
There is a blog post that links to more information about of the modules at https://theslowacademic.com/contemporary-approaches-to-university-teaching/
Photo by Sheila Webber: spot the squirrel, December 2025