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This study aims to describe the critical literacy of online newsreaders on the viva.co.id website in dealing with clickbait news. Critical literacy is oriented to the critical power of online newsreaders by analyzing, evaluating and reflecting on the relationship of online newsreaders, texts and social and political contexts. This research will focus on the type of clickbait exaggeration or news headlines that use exaggeration.

This study uses a quantitative method with a descriptive approach. The purpose of quantitative research is to provide information on a situation by using scientific procedures to answer a question in an actual way (Sugiyono, 2010). Scientific observation is carried out carefully to obtain accurate results on a phenomenon. This study presents an overview of the situation or a phenomenon regarding the critical literacy of online newsreaders on the viva.co.id website in dealing with clickbait titles in Surabaya. The population in this study were all online newsreaders entitled clickbait on the viva.co.id website, where the number of online newsreaders on the viva.co.id website was not known. Sampling in this study used the Lemeshow formula (Lemeshow, 1997, as cited in Priyambodo, 2019). This formula determines the number of samples if the population is not known. Based on the calculation using the Lemeshow formula, it can be seen that the minimum sample size required is 96 respondents who are rounded up to 100 respondents with a 95% confidence level.

Based on the findings of the data recapitulation of the overall dimensions of critical literacy, this study shows that newsreaders entitled clickbait on the website viva.co.id have critical literacy skills that fall into the high category with an overall average of 4.07. This finding shows positive results because critical literacy skills are skills needed by newsreaders entitled clickbait on the website viva.co.id. Currently, online news is very much in number, and it may be that the news is not by the existing facts; therefore, this ability is considered very important because, with this ability, the reader can find out the ideology or interests that affect a news publication (Priyatni, 2010).

This research only uses an online news provider, namely, viva.co.id, it is an Indonesia-based online news provider that covers all news subjects.

This study will give understanding about the use of critical literacy to prevent negative impact on clickbait and is very useful for all online newsreaders, information practitioners and scientists.

The use of critical literacy to assess online news is rarely studied in Indonesia, especially when dealing with clickbait news that can harm or bring disadvantages for readers. So, this study is very important to help readers to prevent clickbait news.

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 MENA (Middle East and North Africa) region is in a critical moment in its information and news ecology, exhibiting signs of pretruth and posttruth syndromes. Between the “pretruth” and “posttruth” there is a gap that circumvented “truth.” The state of information in the MENA region brings back the dystopian Orwellian notion of the “Ministry of Truth.” A poetic term in anticipation of this moment of the crisis of truth. Sharing the latter with the rest of the world, the pretruth moment is engraved in the region's history of precarious political and religious authoritarian control and manipulation of information and news and low press freedom. In the region, truth is told, hidden, distorted, and manufactured by a blend of humans and bots, where both artificial intelligence and social humans are involved in this process of multipolarized disinformation operations with multifarious sponsors, actors, and beneficiaries that have distinct and often clashing agendas and interests. To understand the ecology of truth, facts, news, and information in the Middle East, studies ought to be situated within the ecosystem of information and media technologies in the globalized national and transnational societies of the region and consider both the role of the regionally oriented neoauthoritarian regimes and that of interested rising and established global powers. Central to this ecosystem is the dynamic interaction among three actors: communication technologies (the focus here is on the Internet); media, public, and activists' use of these technologies to mobilize, inform, and present alternative narratives, and to resist or confirm state narratives; and the authoritarian political regimes and their containment strategies for legacy media (particularly television) and the Internet.

The continuous spread of the corona virus disease 2019 (COVID-19) pandemic has generated public health concern with avalanche of information accompanied by series of fake news. Thus, this study examined the effect of Information Literacy Competency (ILC) in curtailing the spread of fake news among Library and Information Science (LIS) undergraduates in Nigeria.

Survey research design of the descriptive type was used to generate data from a group of LIS undergraduates online. The population of the study consisted of 138 LIS undergraduate students who participated in the survey (thus, n = 138). The data retrieved was subjected to descriptive analysis.

The study revealed that the students had high level of ILC (x ¯ = 3.42), and there was low prevalence level of COVID-19 pandemic fake news (x ¯ = 2.35) among them. The major causes of COVID-19 fake news were too much information in circulation concerning COVID-19 (x ¯ = 3.44) and the resultant inability to discern or spot fake news from verified and authentic news (x ¯ = 3.28). The study also revealed that ILC had a significant effect in curtailing the spread of COVID-19 fake news with a grand mean of 3.28 against the criterion mean of 2.5. It is implied that LIS undergraduates are educationally position to acquire ILC which is crucial to their identification of fake news and helps to curtail its spread.

The study is limited in its use of online group for data elicitation within a limited period of three weeks. Also, in its adoption of self-evaluation scale to measure ILC instead of standard information literacy test. Also, the high chances of social desirability bias in sections C and E serve as a limitation to the study.

The study reinforces the need to enhance structures that flags fake news on social media platforms and integrating IL into schools’ curriculum at all levels.

This study seeks to pioneer a new area of focus on the relevance of ILC to different global issues that concern the health and well-being.

Critical literacy foregrounds the relationship between language and power by focusing on how texts work and in whose interests (Luke, 2012, p. 5). It is highlighted as an “important skill” within Scotland’s national educational framework for 3-18 year olds, the Curriculum for Excellence (CfE), yet, as this paper aims to show, what the concept means is far from clear for policy users (Scottish Government, 2009e).

Using a lens that draws from critical discourse analysis, critical content analysis (Luke, 2001; Beach et al., 2009; Fairclough, 2010) and Ball’s method of policy analysis (2015), the authors find that the term “critical literacy” has been applied incoherently within key CfE documentation, including the frequent conflation of critical literacy with critical reading and critical thinking.

The authors argue that the CfE’s use of “critical literacy” is a misnomer, given that the version presented is an amalgamation of literacy-related competences drawing largely from psychological and not socio-political perspectives of literacy.

This is a missed opportunity, given the Scottish Government’s stated commitment to social justice in policy terms (Scottish Executive, 2000; Scottish Government, 2016), not forgetting the powerful benefits that a critically literate stance could bring to Scotland’s learners at this time of communicative change and challenge.

While the authors offer a contextualized view of the ways in which the term “critical literacy” has been incorporated into Scottish educational policy, they propose that its implications go beyond national boundaries.

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.

This paper examines children's development of digital literacy, resilience and citizenship in the online environment, addressing active engagement and participation via cartoon videos. Previous research has emphasised the positive role of cartoons in different educational contexts, as important agents of attracting children's attention and interest with opportunities to engage in contextual and collaborative learning.

The work describes the design and an initial pilot study of the animated cartoon video series, with a group of 30 children in an S1 class, at a secondary school in Scotland as part of workshop addressing digital resilience themes. Children worked individually and in teams in a series of interactive activities, which were evaluated by means of a short questionnaire survey.

The majority of the children enjoyed the cartoon videos which addressed a story of cyberbullying and, in teams, they chose different copying strategies. Children's verbalisations included expressions of positive feelings when connecting online, linked to socialising, creative and playful activities and they expressed a preference towards speaking to their parents and friends rather than their teachers when dealing with online challenges.

Children not only enjoyed watching the cartoon story but had an interest to learn more about how other children deal with the pressures and challenges of the online world, how to manage their own digital footprint and, particularly, how easy it is to spread personal information online.

Cartoon animations present an opportunity to act as a basis for encouraging children to exchange ideas and engage in dialogue in class and at home by means of creating a point of reference which creates an environment, where pressure is taken away from the “self”. The cartoon character can be the focal point for discussion on issues that may be difficult to address directly and on a personal level because of insecurity or fear.

Both teachers and parents have a responsibility to offer support and advice to children and ensure their online safety and resilience. Engaging with children in open further dialogue via fun and interactive cartoon-based activities may help to further explore and understand their perspectives.

The work addresses everyday life issues encountered online and aims to offer educators and parents an engaging and fun series of activities, harnessing the advantages of cartoon video animation as a didactical resource that can utilised as a supplementary learning tool inside the classroom and at home.

In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can support the acquisition and development of these skills.

Drawing on key literature in the fields of education and academia through the process of systematic review and adopting the analogy of a journey to represent lifelong learning, this bipartite paper explores how both primary school pupils and university students are required to access information in their very own information journeys in this “Information Age”.

The similarities and differences between child and adult learners are considered. This paper shares practical strategies for promoting the smarter use of information – and a shorter journey – for these “travelers” along the way. This paper essentially aims to raise questions in the minds of educators as they help to prepare their learners to learn.

This paper offers an interesting insight for teachers and lecturers as the crossover between two sets of learners, primary-age pupils and students in HE, is considered in terms of how we, as educators, can help to provide more effective and efficient information journeys, and therefore promote successful learning. A five-stage model is presented for the information journey.

An increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.

A student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.

Students' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.

Higher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.