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The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy.

At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course.

Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course.

Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics.

The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes.

This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations.

While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.

This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.

Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.

There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.

This paper seeks to explore the impact participatory technologies have had on education and the information environment in which students operate. It seeks to define a pedagogical approach that will capitalize on the benefits of participatory technologies in the classroom and applies this “pedagogy 2.0” to information literacy instruction.

A thorough literature review was conducted on the use of participatory technologies in education as well as theories related to collaborative learning. This review formed the basis of the proposed pedagogy 2.0 model.

Web 2.0 and the growth in use of participatory technologies has had a tremendous impact on the information environment. Instructors seeking to take advantage of participatory technologies in the classroom should also consider altering the classroom learning environment to one that embraces social constructivist and connectivist pedagogies. Changes in the information environment also require a corresponding shift in the way information literacy is conceptualized and taught.

This paper suggests an approach to teaching that instructors can adopt to capitalize on participatory technologies in the classroom and improve student learning.

This article seeks to bridge the gap between educational research on 2.0 pedagogies and the use of participatory technologies, and the library literature about the impact of Web 2.0 on information literacy. It suggests ways to make the conceptualization and teaching of information literacy more relevant to the current information environment.

Public library workers (PLW) in the United States can use critical information literacy pedagogy (CILP) as a framework for working with people who are incarcerated to combat oppression. PLW who teach information literacy in any capacity in carceral settings should honor their involvement in pedagogy and follow Paulo Freire’s pedagogical philosophy by rejecting humanitarian postures in favor of humanistic approaches. This can be accomplished by aiming to have both PLW and people who are incarcerated reach an awareness of and critique multiple information literacies, and for PLW to situate themselves alongside, not above, people in jails and prisons in an effort to authentically empower the incarcerated to re-enter society. This practice promotes social justice because it challenges the idea that information literacies associated with dominant groups – and thus, groups who are in power themselves – are intrinsically more valuable than information literacies engaged in by groups that are systematically disempowered. The chapter will end with prospective examples of PLW who participate in CILP in carceral settings.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

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

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

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.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present the findings of a study that investigated the impact of information literacy (IL) teaching approaches, which are grounded in pedagogy, on students' level and applicability of IL competencies.

A quasi‐experimental control group study was carried out with 476 students, aged from 13 to 15 years old, from four secondary (high) schools in Singapore. The students were given a pre‐intervention test in the beginning. Out of the 476 students, 279 students (from two schools) went through a mediated learning intervention programme, while the remaining 197 students went through a multiple intelligence intervention programme. Students were organised into smaller groups of five each, and were given a group project to do. Students in the experimental sub‐clusters were exposed to the respective intervention approaches, while students in the control sub‐clusters were left on their own to carry out the project. A post‐intervention test was administered to all students at the end of the intervention programmes.

The results of the group reports and project evaluation done by three independent and neutral teacher‐examiners, as well as those from the pre‐ and post‐intervention tests, found that the application of either mediated learning (or close coaching) or multiple intelligences helped students perform better in the learning and application of IL skills.

The study managed to involve 476 students from four secondary (high) schools only. A larger number of students from more schools would have been more desirable. In addition, the inclusion of students from primary (elementary) schools and tertiary institutions would be useful in strengthening the findings. However, the study has sufficiently provided evidence that appropriate pedagogy is important in enhancing the learning and application of IL competencies amongst students. This could in turn yield initiatives on various aspects of IL‐related research, such as in IL policy formulation, and IL pedagogy.

The application of appropriate pedagogical approaches in teaching IL makes the learning and application of IL competencies more effective.

Although it is widely accepted that IL competencies are useful in helping students perform better, both academically or otherwise, limited empirical evidence is available showing the relationship between IL education and IL competencies. The paper highlights the impact of appropriate pedagogy in imparting and entrenching IL competencies in students.