Information literacy - Information Matters

For decades, the golden rule of information literacy was simple: check the source. Who wrote the article? When was it published? Does the URL end in .gov or .edu? Those questions still matter, but in today’s digital ecosystem, they are no longer enough. Modern users don’t just read static webpages; they navigate a chaotic blend of search engine snippets, algorithmic social feeds, influencer testimonials, and AI-generated summaries. In high-stakes arenas like personal health, evaluating a single “source” is no longer the primary task. The real challenge is making sense of an entire information environment.

Featured Original

May 22, 2026 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.

Original

May 13, 2026 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.

Translation

May 7, 2026 Tim Zijlstra

Opposite ends of the Tay: Collaboration between the NHS and Public Libraries in Tayside (Scotland)

Opposite Ends of the Tay explores a growing collaboration between NHS Tayside and public libraries to strengthen information literacy and support preventative, person‑centred healthcare. Set against stark health inequalities in Scotland, it argues that libraries are vital community infrastructure for enabling people to find, judge and use health information safely.

Original

January 12, 2026 Christopher Lueg

GenAI Benefits and GenAI Burdens: Two Sides of the Same Coin?

Users of GenAI applications need to understand that using GenAI can lead to benefits but also introduces burdens. The benefits and the burdens are two sides of the same coin.

Education

November 25, 2025 Bo Hyun Hong

Are we in the Dark Forest? Fairness of AI Use in learning

Are students learning in a “dark forest”? Al in education is raising new fairness questions- use it and feel judged, avoid it and risk falling behind. We need AI literacy, fair policies, and student voices at the center.

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October 17, 2025 Bethany McGowan

What Makes People Trust Information? Finland Might Have the Answer.

In an era of misinformation, Finland stands out for one simple reason: people trust its information systems. This article explores how ethics, policy, and education combine to make that trust possible, and what other democracies can learn from it.

Education Original

May 14, 2025 A. Miller

Ensuring Human-Centered AI EdTech: Inclusive Design and Evolving Information, Digital, Media, and Algorithmic Literacies

Emerging technologies increasingly impact the design of and access to education. Current research in higher education and educational technology argues the benefits (e.g., time-saving, personalization, scalability) and concerns (e.g., academic integrity, accessibility, data reliability, ethics, privacy) of students using artificial intelligence in education. Though these pro and con lists may be valid and growing, a perspective is often missing from conversations about AI in education: accessibility and people with disabilities. This article first reviews the importance of understanding relevant literacies—information, digital, media, and algorithmic—and describes examples of educational technologies (EdTech) that highlight learning objectives of using and creating knowledge and content with those tools. Then, inclusive and human-centered design principles are discussed as a foundational construct to design human-centered AI and use cases for integrating AI in learning design.

Education

April 30, 2025 Valerie Nesset

Stepping Up to BAT: Inspiration for a Research Process Model

Wouldn’t it be great that at the same time you were learning to read chapter books and basic informational texts, you could learn a research process that could carry you right through post-secondary studies? As M. E. Marland, a member of the UK Schools Council, asserted in 1981, from elementary school to PhD studies, in research, the questions and processes remain fundamentally the same. To find out if that was true for the Canadian context, for my PhD dissertation study I decided to observe the information behaviours of grade-three students as they worked on a class project.

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April 10, 2025 Heidi Julien

Information Literacy Instruction in Canadian Libraries

Longitudinal research in information science is rare, but an exception to that rule is a Canadian study that has surveyed academic librarians at multiple points over a 30-year period to understand their instructional goals and practices. This research program highlights the value of longitudinal and geographic comparisons.