In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within…

Do we think enough about what we are doing as information literacy (IL) practitioners? The relationship between reflection and IL development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their IL abilities.…

This paper surveys the (patchy and uneven) advances in LIS impact evaluation over the past ten years and notes the surge forward in public library impact evaluation, before looking more broadly at the international and educational impact evaluation scene and noting the advance of programme-theory driven approaches. The authors then identify…