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A black keyboard at the bottom of the picture has an open book on it, with red words in labels floating on top, with a letter A balanced on top of them. The perspective makes the composition form a kind of triangle from the keyboard to the capital A. The AI filter makes it look like a messy, with a kind of cartoon style.
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Alberto Garcia

Finding the Familiar in the Age of AI

Why do we automatically respond to new technologies by wanting to create more? The Mexican writer Juan Villoro observes that our relationship with technology has evolved into one of dependence in which failure is defined by “the fear of missing out”. This is the fear that pushes us towards production fed by our tendency towards addition and complexity, a phenomenon well documented. When solving problems, we tend to add rather than subtract. Faced with the challenge that generative AI presents to learning and research in higher education, the same instinct has shaped our response.

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Sana

College Students as Key Learners in Information Literacy Programmes for Combating Misinformation and Disinformation

Have you ever used strategies while searching for a specific problem? Well, most youngsters do not even bother whether they are consuming actual information on the internet or not, because they only care about synthesized information to fulfill their needs. The major issue in developing nations like Pakistan is that we, as students, face the risk of believing all the information we find on Google or social media is accurate. When it comes to information literacy, people who consume content on social media and in their daily lives don’t bother about the authentication of the news they consume. So, the question is what will happen when students get literacy instructions at college and early university life in all disciplines?

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Leili Seifi

Rural Women Hold Some of Iran’s Most Valuable Knowledge. Can Information Literacy Help Them Keep It?

When people hear the term information literacy, they often think about searching online, spotting misinformation, or evaluating websites. These skills matter. Yet recent thinking in Information Literacy suggests that IL is also about understanding how knowledge is created, valued, shared, and sustained within communities. Information literacy is not only about finding information. It is also about recognizing valuable knowledge, preserving it, sharing it responsibly, and ensuring that it survives for future generations. In Iran, one of the most important priorities for the future of IL may be helping rural women preserve the indigenous knowledge they already possess and pass on to future generations.

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Dijana Šobota

In Pursuit of Social Justice: Reclaiming Information Literacy as a Transformative Practice

Over the last fifty years, IL has evolved from a “niche” library practice and skill into a concept connected to democracy, social justice and human rights. Yet much discussion in the field still revolves around definitions, frameworks and competences, while broader social and political realities shaping information practices receive less attention. If IL is to be socially relevant and “fit for the future”, its value cannot lie only in conceptual refinements, but in its ability to respond to the conditions affecting our lives.  

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Pathum B Rathnayake

Beyond the Bot: Why Information Literacy Is More Critical Than Ever in the AI Age

In an age where generative AI tools like ChatGPT, Gemini, Grok, and Claude can produce essays, summarize research, generate code, create lesson plans, and even draft emails in seconds, one might wonder whether traditional Information Literacy remains essential. The answer is a simply “Yes”, perhaps more than ever before. While AI dramatically changes how we access, create, and interact with information, it does not replace the critical human skills needed to evaluate, interpret, contextualize, and ethically use that information. In fact, the rise of AI-generated contents make strong information literacy skills even more crucial for navigating an increasingly complex information landscape.

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Maísa Coelho França

How Are Brazilian Researchers Working on Information Literacy?

Information literacy has become a serious focus in scientific research and political advocacy within Brazilian Librarianship and Information Science. Since the early 2000s, Brazil has come a long way: it shifted from a simple, user education approach to studies about critical thinking, multiple perspectives, and real social commitment. Shaped by real challenges such as regional inequalities, political turbulence, and the rush to go digital, Brazilian research can’t be separated from social justice, fixing education, and keeping democracy strong.

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Andrew Walsh

Neurodiverse Perceptions of Information Literacy

In many academic and professional settings, IL is treated as something people either possess or lack. Once someone is qualified or trained, they are often assumed to be information literate by default. In contrast, we believe that becoming information literate in the workplace is a continuous, effortful, and highly contextual process, particularly for neurodivergent people, for example, for autistic librarians in the workplace.

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Original
John Budd

Information Literacy and Fulfillment: From Past to Present

It was more than fifty years ago that Paul Zurkowski (1974) coined the term “information literacy.” To be sure, education preceded that date in the form of bibliographic instruction, library instruction, and other names. That earlier instruction tended to be concentrated on assisting students and others with the rudiments of searching, locating physical items, and citing the found items properly. Zurkowski signaled a break with the past by his recognition of the complexity of ever-increasing amounts and kinds of information.

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