Though the ACRL "Framework" holds metacognition as crucial to exercising information literacy, its emphasis was reduced from prominence in early drafts to a single mention in the final document. At the same time, few of the frequently-taught sets of source evaluation criteria include a step for self-awareness. This raises the question:…

Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL "Framework for Information…

This narrative review examines the thematic content and evolution of information literacy textbooks published between 2005 and 2022. Analyzing sixteen textbooks, it explores two themes: the research process and conceptual foundations of information literacy. The research process theme highlights the procedural aspects of conducting library…

This study sought to analyze anti-Black racism LibGuides created by ARL member institutions to determine strengths and weaknesses of the guides based on LibGuides best practices. Institutional and LibGuide author demographic information were also gathered to determine correlations or trends, if any. Rubric evaluation of LibGuides found that guides…

BEAM is a schema for categorizing the rhetorical positions of authors according to the author's intention or purpose of the information. This Innovative Practices piece critiques common methods of teaching source evaluation and proposes that instruction librarians teach BEAM to students who may struggle using a source once they have located it. A…

A new approach to teaching web source evaluation is necessary for an internet that is increasingly littered with sources of questionable merit and motivation. Initially pioneered by K-12 educational specialists, the journalistic model avoids the cognitive duality of the checklist and a reliance on opaque terms and concepts. Instead, it recommends…

This study details the design of library instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The…

I propose three "rethinks" to consider in recasting the ACRL Standards for information literacy for the coming decades. First, rethink the concept of information need. Second, rethink the notion that information literacy is composed of a set of abilities for "extracting information." Third, rethink the holistic process of…