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College students need more support learning to effectively search for and evaluate online information. Without such skills, students are vulnerable to mis- and disinformation that may appear in their search results, Web browsing and social media feeds. This study investigated four short instructional modules four short instructional modules that were developed to be delivered asynchronously to teach effective approaches to online search and evaluation.

This exploratory study analyzed pre- and post-tests that students in two journalism courses completed before and after the modules. A total of 29 students completed written versions of the pre- and post-tests and 8 students participated in interviews in which they thought aloud while completing the pre- and post-tests. Written and oral responses were analyzed to understand students’ search and evaluation strategies and how, if at all, these shifted from pre- to post-test.

From pre- to post-test, students showed evidence of using strategies that were introduced in the modules to search for and evaluate online content. On the post-test, more students engaged in lateral reading to evaluate unfamiliar websites, used search operators and tools and more critically evaluated elements of the search engine results page.

This study provides initial, positive evidence for the efficacy of embedding short, asynchronous modules in college courses to improve students’ approaches to online searches and evaluations. College students need such support and modules like the ones investigated in this study may be one way to provide it.

The purpose of this paper is to ask what can be learned from contemporary resistance to neo‐liberal policies in Latin America, in terms of broadening the disciplinary understanding of civil society actors.

Management, international management, and non‐profit management studies are reviewed and assessed through a lateral reading.

The field of management studies and the sub‐field of international management are identified as parochial in orientation, ignoring the diversity of local management knowledge and the organizational settings where practiced.

The paper demonstrates the narrow foci of the field of management, on Northern contexts, and large international business organizations. It calls for greater sensitivity to the diverse and significant efforts to resist and mitigate neo‐liberal policies globally.

The purpose of this paper is to discuss how academic librarians tasked with research instruction can use connections between digital, civic and information literacy to combat polarization and misinformation through skill-based instruction.

The paper discusses a wealth of original data centered on first year students and their information literacy abilities. Discussion of two data sets (one pre/post scored by rubric and one mixed methods) is included to demonstrate the following: existing information literacy skills among a sample cohort of first year students and pre-/post-test assessments from the pilot program for a digital literacy curriculum, along with qualitative responses.

This paper outlines ways in which information literacy instruction with a fact checking curriculum can help students evaluate digital information more accurately.

This paper provides valuable insight into pedagogical practices that center information literacy as it relates to civic engagement, digital polarization, and the decline of trust and civility since the 2016 Election of President Trump.

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.

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.

The paper provides a brief description of 424 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 within 2021.

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.

In the context of organizational change, identifying, and organizing the various roles of change agents remains a challenge for practitioners and scholars alike. This chapter examines how different agents can enable an effective change process. Empirical evidence from three hospitals illustrates the process of transformation and its underlying arrangements to identify agents and their roles. The findings underline the importance of designing a coherent system of agents, determining where they come from, their role during the process, and how this may change throughout the change process. Managerial choices in the cases are discussed, leading to implications for theory and practice.

This paper argues that information containers provide valuable context clues that can help students make choices about how to engage with information content. The authors present a strategic approach to source evaluation rooted in format and authority threshold concepts.

The authors developed a source evaluation strategy with the objective of deciding whether to trust an information source. This strategy involves a set of cues to help readers mindfully engage with both the container and content of a given source.

When conducting research, non-experts are asked to evaluate content in the absence of relevant subject expertise. The cues presented in this paper offer practical tactics informed by the concepts of authority (to help make an accessible judgment of intellectual trust) and format (to help make more informed decisions about the content they find in a browser).

While librarians have produced many evaluative models and checklists to help students evaluate information, this paper contributes a unique strategic approach grounded in two information literacy threshold concepts – format and authority – and enacted through a series of actions drawn from website evaluation models, fact-checking, and metacognitive exercises.

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 chapter describes two change efforts involving participatory action research within the pharmacy operations division of Kaiser Permanente. Focus is on a parallel learning mechanism that has been used to support communications and change during two large-scale information technology interventions. It begins with basic background information on participatory action research in organizations. Since the case setting is Kaiser Permanente, the chapter provides some information on the U.S. healthcare industry context and then shifts to Kaiser’s communication forum, a learning mechanism that has been in place for 35 years. Cognitive, structural, and procedural aspects of the learning mechanism are explored, and the chapter features interviews with some of the key forum players. Both in the forum’s infancy and in its current more institutionalized state, the pharmacy organization has been in crisis. Implications for the use of parallel learning structures on a long-term basis to support long-term participatory action research are explored along with contributions to theory on insider/outsider action research.