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This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.

While the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.

Peer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

The purpose of this study is to explore the role skepticism plays among adolescents’ online information literacy skills.

The authors provide the conceptual grounding to operationalize and measure the notion of skepticism in an online information literacy context. Inspired by an existing measure known as the Skepticism Scale (Hurtt, 2010), the authors made substantial revisions to the scale to target middle school and high school students’ skepticism in six distinct, but related factors: questioning mind; search for knowledge; suspension of judgment; self-esteem; interpersonal understanding; and autonomy. The authors provide preliminary evidence of validity and reliability of the revised Skepticism Scale using Exploratory Factor Analysis and performed multiple linear regression using the Skepticism Scale measures to predict an adolescents’ online information literacy skills.

The Skepticism Scale was found to produce internally consistent constructs for all six measures. Three of the six measures were related to online information literacy skills, including the search for knowledge, interpersonal understanding and questioning mind.

This paper attempts to examine the potentially positive role of skepticism in information literacy skills among adolescents.

This paper aims to investigate the relationship of information-seeking anxiety (ISA) with socio-academic variables of business students in the digital environment.

A cross-sectional survey using a questionnaire was conducted. The questionnaire, composed of 47 items of Information Seeking Anxiety Scale along with certain socio-academic variables, was administered personally among business students by visiting their classrooms at the Lahore School of Economics, Pakistan. The received 283 responses were analyzed by applying descriptive and inferential statistics such as mean, standard deviation, t-test and one-way analysis of variance.

The results revealed that a large majority of business students were less comfortable in information seeking and experienced anxiety from mild to moderate levels. There were only a few respondents who faced either low or severe levels of ISA. In relationship testing, the students’ socio-academic variables such as program type, gender, school background, geographical background, information communication technology skills and English language competence did not appear to be the predictors of their ISA.

The results of this study should carefully be used while making generalizations for all the business students in Pakistan and abroad as this research collected data from the business students of a single university in Pakistan.

These results have greater implications for the future directions of information literacy as creating awareness and building capacity for skills about the information search process will help in reducing ISA. These findings provided a pragmatic insight that can be used as a guide by information professionals, especially those engaged in information services, to develop a need-based curriculum of information literacy which would ultimately help in the alleviation of anxiety and combating its effects on students’ academic performance.

This study address specifically ISA of business students that would make a worthy contribution to the existing research on ISA as, to the best of the authors’ knowledge, no such study has appeared so far.

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

This paper intends to explore the relationship between participants' eye fixations (a measure of attention) and durations (a measure of concentration) on areas of interest within a range of online articles and their levels of information discernment (a sub-process of information literacy characterising how participants make judgements about information).

Eye-tracking equipment was used as a proxy measure for reading behaviour by recording eye-fixations, dwell times and regressions in males aged 18–24 (n = 48). Participants' level of information discernment was determined using a quantitative questionnaire.

Data indicates a relationship between participants' level of information discernment and their viewing behaviours within the articles' area of interest. Those who score highly on an information discernment questionnaire tended to interrogate the online article in a structured and linear way. Those with high-level information discernment are more likely to pay attention to an article's textual and graphical information than those exhibiting low-level information discernment. Conversely, participants with low-level information discernment indicated a lack of curiosity by not interrogating the entire article. They were unsystematic in their saccadic movements spending significantly longer viewing irrelevant areas.

The most profound consequence is that those with low-level information discernment, through a lack of curiosity in particular, could base their health, workplace, political or everyday decisions on sub-optimal engagement with and comprehension of information or misinformation (such as fake news).

Ground-breaking analysis of the relationship between a persons' self-reported level of information literacy (information discernment specifically) and objective measures of reading behaviour.

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.

This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.

The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.

Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.

Information makes an important contribution to the promotion of the creativity of visual artists. This work aims to explore relevant research through a systematic review of the literature and discuss the impact of information on visual artists' creativity.

A systematic literature review was conducted through Preferred Reporting Items for Systematic reviews and Meta-Analyses method. The authors searched and retrieved 1,320 papers from which, after evaluation, 41 papers have been analyzed.

Two thematic categories were identified for visual artists' information needs: (1) the need for professional development and (2) the need for creative techniques and materials. In terms of information sources visual artists employ, the authors have also identified seven broad categories: (1) conventional resources (galleries, museums, etc.), (2) professional scholar sources, (3) digital art websites, (4) informal information online and colleagues, (5) libraries, (6) personal collections and (7) professional scholar social networks. In addition, the study proceeded to classify the obstacles faced by visual artists in their search for visual information into two general categories: (1) environmental barriers and (2) digital literacy barriers.

Although the investigation of the information needs satisfaction of visual artists as well as the evaluation of their information behavior patterns and information literacy competences is essential, it is understudied. This paper summarizes the relevant literature in a concrete and systematic way providing evidences to be considered in a variety of situations, i.e. developing lifelong learning programs, managing visual art library collections, library services development for artists, etc.

In today’s information and knowledge society, it is indispensable for citizens to acquire the requisite digital and information literacy (IL) skills to search information independently to meet their multiple and diverse information needs. As a result of digitalisation in the world, development and acquisition of digital and information skills is critical even for students and learners to retrieve digitised and online information to meet or achieve their curriculum-related accomplishments. The purpose of this study is to investigate the status of the digital and information literacies in South Africa from 2016 to 2022.

This qualitative study used a scoping review approach to collect data from research articles, conference articles and textbooks on digital literacy and IL – published in the years ranging between 2016 and 2022 from Google Scholar.

The major findings revealed that majority of the citizens especially students and learners lack digital and IL skills to recognise when information is needed, to find, locate, evaluate and use the retrieved information to meet an information need in a particular situation or context. Practical implications of this study include the alignment of curricula towards information and communication technologies to face the everchanging digital information technologies.

The study used scoping literature review research where empirical studies were retrieved and selected to address the objectives. This study provided significant approaches regarding promoting information and digital literacies in developing countries such as South Africa.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.