The rapid advancement of Artificial Intelligence (AI) has sparked a wave of anxiety across virtually every profession. From teachers and librarians to bankers, lawyers, journalists, and healthcare practitioners, many people are asking the same question: “Will AI take my job?” My answer is simple and direct: yes, AI can take your job, but only if you choose to remain superficial in your profession.
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Is information literacy (IL) capable of enabling people to effectively use information in the age of AI? The advent of artificial intelligence (AI) into the mainstream has been even more disruptive than previous technological advancements, such as the World Wide Web or social media, and in some ways has fostered much disorder and uncertainty within the world of information. While new IL models and tools are being developed to address AI, they have tended to treat AI-generated information similarly to how earlier IL models provided checks and balances for considering human-created information sources and tools. Continuing to enable effective use of information, IL needs to keep pace with evolving ideas of AI-generated information and its effects on the human beings that interact with it.
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Because I studied statistics for my undergraduate degree, I have for years maintained a strong interest in the topic of statistical literacy. This is not just because I think it is important for people in general to be able to make sense of numbers and data, which is of course true, but also because I believe the information professions increasingly demand some degree of proficiency in this area. Information sciences as a field diverged a while ago from pure librarian work, and graduate degree holders in LIS now go on to pursue a host of professions, many of them concerned directly with data. That does not mean that MLIS/MSIS programs need to turn into data analyst or data scientist training programs, but it does mean that these programs should adjust their curricula to account for the growing relevance of data work in the information professions.
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TikTok started as a place for fun videos, but for many students it has become a source of news. On the For You Page, a breaking headline can appear right after a dance trend, showing how algorithms now decide what we see. This makes news quick and easy to access, but it also blurs the line between fact and opinion. For Filipino youth, TikTok is more than entertainment: it’s shaping how our generation learns about the world.
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Public knowledge is no longer shaped solely by traditional institutions such as schools, libraries, newspapers, or governments. Increasingly, online platforms, search systems, metadata structures, and algorithmic visibility determine what information people encounter, how they understand issues, and what they ultimately regard as the truth. Social media platforms and search engines, and later on artificial intelligence large language models, have become major gateways to knowledge, influencing not only access to information but also the formation of public opinion. Understanding their role is essential for evaluating contemporary debates about misinformation, algorithmic transparency, and democratic participation.
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Speeding Up, Slowing Down: Critical Thoughts in Today’s Networked Society Allison Atis We are writing at a crucial point in
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Telepsychiatry uses video conferencing technology to provide psychiatric care from a distance, facilitating easy clinical knowledge exchange between medical professionals, educators, and patients throughout the globe. This strategy facilitates real-time consultations, training sessions, and cooperative case discussions to alleviate the severe scarcity of mental health specialists, especially in underserved and rural areas. By 2026, telepsychiatry will be essential for providing equitable mental health care due to developments in secure platforms and Artificial Intelligence (AI) integration.
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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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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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This article discusses the science of happiness and the intersection of conceptions of information happiness, as they relate to the disciplinarity of information literacy.
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