The challenges noted are broad and beyond the scope of traditional information literacy instruction and programming for children. However, parents continually need to develop new skills to navigate the information landscape created for children 12 and under as development of new techonologies and platforms grow. Today multiple literacies are needed to confidently evaluate and make decisions about various medias that children consume. Frameworks do exist for media literacy, technology literacy, digital literacy, and now AI literacy. I contend that new information literacy programs should be designed at the community level so that development of the programs can include the multiple literacy needs of families they serve.

Competencies for Librarians Serving Children recommends reference and programming competencies that address several literacies families of children 12 and under need. Competency Two for Reference and User services suggests that librarians and library staff “instruct and support children in the physical and digital use of library tools and resources, information gathering, research skills, and empower all children, families and their caregivers to choose material and services on their own”.  Competency Four states that librarians and library staff “identify the digital media needs of children and their caregivers through formal and informal customer services interactions and apply strategies to support those needs”. Competency Six for programming skills states that “programs should be designed to address technology, digital, media and other literacies.” These competencies are well suited for families connected to the public library. However, for families not connected or who do not perceive the library as a resource to support their need to evaluate information, they miss the opportunity to receive the instruction and support the library can offer.  Families also need skills to evaluate free and open resources on the web, to effectively use and evaluate generative AI content, and to interact as content creators and consumers.

Understandingly so, libraries cannot be responsible for information sought beyond its walls. Yet, new information literacy programs designed to teach multiple literacy needs is an opportunity to support these families and gain new library patrons. Most libraries and staff are part of and engaged with their community, familiar with their needs, and aware of when new technologies and platforms become popular or of concern. These are opportunities for new information literacy programs to target families of children 12 and under. Librarians and staff responsible for delivering information literacy programs could use existing literacy models and frameworks to select topics and skills for parents. An example of such is Metaliteracy. Though most appropriate for learners older than 12, Metaliteracy teaches learners to be cognizant of their own thinking, learning, emotions and behavior when engaging with information in online collaborative platforms. Aspects of this model can be used to enlighten parents of how learning occurs in online environments and the types of roles users adopt in these environments. This awareness could guide parents with evaluating content, online environments, and how users interact on platforms designed for children. New programs could be as simple as teaching parents where to find parental controls or as in depth as teaching parents Metaliteracy learner characteristics. Regardless of how simple or elaborate, new and expansive information literacy programs could provide the support parents and families of children under 12 want with navigating the ever expanding digital and information landscape available to children.