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Library instruction and information literacy 2021

Carolyn Caffrey (University Library, California State University Dominguez Hills, Carson, California, USA)
Hannah Lee (University Library, California State University Dominguez Hills, Carson, California, USA)
Tessa Withorn (University Library, California State University Dominguez Hills, Carson, California, USA)
Maggie Clarke (University Library, California State University Dominguez Hills, Carson, California, USA)
Amalia Castañeda (University Library, California State University Dominguez Hills, Carson, California, USA)
Kendra Macomber (Claremont Colleges, Claremont, California, USA)
Kimberly M. Jackson (Claremont Colleges, Claremont, California, USA)
Jillian Eslami (Texas A&M University, College Station, Texas, USA)
Aric Haas (University Library, California State University Dominguez Hills, Carson, California, USA)
Thomas Philo (California State University Dominguez Hills, Carson, California, USA)
Elizabeth Galoozis (Claremont Colleges, Claremont, California, USA)
Wendolyn Vermeer (University Library, California State University Dominguez Hills, Carson, California, USA)
Anthony Andora (University Library, California State University Dominguez Hills, Carson, California, USA)
Katie Paris Kohn (Claremont Colleges, Claremont, California, USA)

Reference Services Review

ISSN: 0090-7324

Article publication date: 4 October 2022

Issue publication date: 22 November 2022

4000

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

Design/methodology/approach

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

Findings

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Keywords

Citation

Caffrey, C., Lee, H., Withorn, T., Clarke, M., Castañeda, A., Macomber, K., Jackson, K.M., Eslami, J., Haas, A., Philo, T., Galoozis, E., Vermeer, W., Andora, A. and Kohn, K.P. (2022), "Library instruction and information literacy 2021", Reference Services Review, Vol. 50 No. 3/4, pp. 271-355. https://doi.org/10.1108/RSR-09-2022-0035

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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