Evidence Based Library and Information Practice
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Informing Sustainability Education in Academic Libraries Through Community Engagement: Evidence From a Rural Green Library in Indonesia
Objective – This research investigates how a rural community library contributes to sustainability education by generating practice-based evidence promoting environmental literacy that is participatory, culturally grounded, and responsive to local contexts. The study focuses on Perpustakaan Alam Malabar in Mekarsari Village, West Java, Indonesia and examines how the library integrates ecopedagogical strategies to foster ecological awareness within the community. Methods – A qualitative single-case study design was applied. Data were gathered through semi-structured interviews, participant observation, and document analysis and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The researchers took part in several community-based programs hosted by the library, such as mobile literacy sessions (melapak), environmental discussions, film screenings, gardening activities, and the annual Rawat Bumi Festival. Data reliability was strengthened through triangulation and member checking. Results – The findings indicate that Perpustakaan Alam Malabar has successfully redefined the library as a participatory learning hub that supports environmental literacy in everyday life. The library’s approach blends scientific insights with local wisdom and community-based action, creating an educational environment that stimulates cognitive, emotional, and behavioural engagement. Nonetheless, the model faces several constraints, including reduced local participation, a lack of institutional policy support, and the growing influence of external stakeholders. To navigate these challenges, the library has implemented adaptive strategies, including training local facilitators, fostering cross-sector partnerships, and promoting culturally responsive communication. Conclusion – The study demonstrates that community libraries—especially in rural settings—can serve as effective platforms for sustainability education. The Perpustakaan Alam Malabar model offers a replicable, evidence informed model that practitioners can adapt to align literacy initiatives with ecological values and local engagement. In addition to its empirical contributions, the study advances a conceptual perspective on libraries as inclusive, transformative, and community-driven spaces for ecological learning and advocacy.
Copyright (c) 2025 Rully Khairul Anwar, Diah Sri Rejeki , Aminudin, Rinda Aunillah, Ibrahim Adi Surya, Merryam Agustine https://creativecommons.org/licenses/by-nc-sa/4.0
Apply for the 2026 Research Training Institute (RTI) Program
Copyright (c) 2025 Editorial Team https://creativecommons.org/licenses/by-nc-sa/4.0
Library Workers’ Perceptions of Immigrant Acculturation: Renewed Understandings for Changing Contexts
Objective – Immigrants’ adjustment to U.S. society, also known as immigrant acculturation, is a vast area of study, but there are few studies relating to immigrant acculturation within the library and information science field. Methods – Data from 131 survey responses and 20 interviews suggest that library workers are somewhat familiar with the immigrant acculturation process, but specific and evidence based training can further their knowledge. Results – Insight on immigrant acculturation contextualizes immigrants’ realities and thus assists library workers in being aware of and responsive to the nuances of adjusting to and thriving in a new country like the U.S. Conclusion – In the face of anti-immigration legislation and heightened xenophobic misinformation, librarians need professional development drawn from empirical investigations of immigrants’ acculturative experiences.
Copyright (c) 2025 Ana Ndumu, Hayley Park, Connie Siebold https://creativecommons.org/licenses/by-nc-sa/4.0
Back to Normal? Perspectives of Faculty and Teaching Librarians on Information Literacy Instruction After the Lockdowns
Objective – While LIS scholars have extensively studied the widespread disruptions to library instruction during the lockdown period of the COVID-19 pandemic, there is a relative dearth of research concerning the longer-term implications for teaching information literacy (IL). This exploratory survey sought to examine how faculty have introduced IL skills to students before, during, and after the COVID-19 lockdowns. After returning to in-person operations in 2021, the authors observed a change in how faculty have engaged with libraries to teach IL to their students. Methods – Utilizing parallel survey instruments, we asked faculty and librarians for their perceptions of current and past practices with scheduling library IL sessions, evaluating student research skills and considering how they acquired those skills. Results – Although responses showed an unsurprising decrease in library instruction requests during the pandemic lockdowns, faculty respondents noted a return to nearly pre-pandemic norms after the resumption of in-person operations. Teaching modality and use of research assignments did not appear to impact faculty IL scheduling behaviors, but differences in faculty and librarian responses highlighted potential disagreements about the impact of COVID-19 on faculty use of library instruction. Additional questioning indicates a disconnect between how faculty perceive student research skills and their reasons for scheduling library instruction, which suggests misperceptions of librarian expertise and differences in understanding how librarians should teach information literacy. Open-ended responses provided additional context to these issues, while identifying potential barriers and opportunities. Conclusion – Overall, our findings indicate that, rather than fundamentally altering faculty approaches to information literacy, the COVID-19 disruptions revealed and exacerbated endemic problems with the prevalent one-shot model of library instruction.
Copyright (c) 2025 Cara Berg, Catherine Baird, Anthony C. Joachim, Drew Wallace https://creativecommons.org/licenses/by-nc-sa/4.0
Content Matters: How Information Literacy Workshops Tailored for Marginalized Groups Can Impact Student Performance
Objective – This study sought to understand information literacy instruction tailored for first-year students of color in higher education, and the impact of that instruction on student performance and confidence levels. Methods – The study was conducted at a four-year doctoral-granting higher education institution and was designed as a QUAL+quan convergent mixed-methods study. It utilized critical race theory (CRT) as its theoretical framework, a participatory action research (PAR) approach for its design, and critical pedagogical practices to tailor the instructional content and delivery. The instruction was designed as a multi-session information literacy workshop series delivered outside of the traditional classroom and was comprised of six one-hour sessions: an initial focus group, four information literacy sessions focusing on specific aspects of the research process, and semi-structured interviews. Results – Data collected through discussions, open-ended activities with rubrics, and pre- and post-series surveys were analyzed to determine whether the instructional series impacted student learning outcomes. The results showed the series had a positive impact on student performance and their confidence levels pertaining to understanding and applying information literacy concepts. Conclusion – The study is significant as it is the first to specifically utilize CRT and PAR in a multi-session information literacy workshop series for first-year students of color delivered outside of the traditional classroom setting and can serve as a model for other institutions.
Copyright (c) 2025 Heather F. Ball https://creativecommons.org/licenses/by-nc-sa/4.0
Cost-Benefit Analysis of Security Gates and Collection Shrink in the Academic Library
Objective – Two academic libraries serving public universities in the United States faced a similar choice of whether to keep magnetic security gates in place and pay for their upkeep. To make informed decisions, researchers at Chicago State University (CSU) and Western Kentucky University Libraries (WKUL) ran concurrent studies with different models of cost-benefit analysis to determine whether magnetic security gates were worth the expense. Security gates were physically present but not functional at both institutions during the study. Exploring different methods of analysis provided opportunities to discuss whether security gates are effective at preventing collection shrink, identify issues in measuring the costs of theft, and explain why WKUL chose to remove magnetic security gates altogether. Methods – At CSU, we measured loss over a six-month period on a sample set of 110 monographs. The cost of replacing missing books, including labor and incidentals, was used to approximate the cost of shrink in an equivalent percentage of materials from the main collection housed in open stacks. We compared the expected cost of replacing the security gates to the estimated cost of shrink to determine how much loss security gates would need to prevent to justify the cost of maintaining security gates. While the sample was neither randomized nor large enough to draw conclusions, trialing this model of cost comparison presented an opportunity for discussion. WKUL had a practice of running a near continuous inventory prior to this study. In 2024, staff inventoried the entire collection held in open stacks. This provided a precise number of how many items went missing during that timeframe. We compared the number of missing items to the quoted cost of annual service and maintenance fees to determine whether maintaining security gates would justify the cost. Simply dividing the annual service fees by the number of missing items provided a dollar value per missing item that security gates would have had to save in order to justify their expense. Results – The calculated annual cost of collection shrink at CSU is $136,335, much more than the estimated $85,121 to replace the magnetic security gates. Inferring a similar rate of shrink to the sample set, despite the problems with the method, suggests that new security gates would have to prevent 62.44% of total loss to pay for themselves in the first year, 33.66% in two years, and 24.07% over three years. While we did not draw firm conclusions from this trial analysis, it is evident that security gates would likely save money over the span of a few years. WKUL found that 99 individual items went missing from all collections housed in open stacks over 2024. The quoted annual subscription fee for the four sets of security gates at WKUL is $8,894. These data suggest that security gates at WKUL must prevent an average of $89.83 in lost value per missing item to justify the annual fees alone. Another way of describing this is that if each item that went missing cost $89.83, security gates would have to stop 100% of collection shrink to make up for their annual subscription fees. A more likely scenario is that security gates would have prevented 50% of the collection shrink, and materials would have had to carry an average value of $179.66 for security gates to pay for themselves. Conclusion – At first glance, the data from CSU suggests that magnetic security gates have the potential to prevent enough collection loss that they pay for themselves. The library at CSU has an annual operating budget of just over $2 million, and an annual loss of nearly $140,000 in value would be unsustainable. However, the data from WKUL suggest it would be difficult to justify the annual subscription fees, let alone the cost of replacing defunct hardware. Further inquiry and discussion are needed to explore variables not covered in this study, including employee theft, security gate efficacy, the lifecycle of library materials, and how security gates may affect students’ feelings of belonging and inclusion.
Copyright (c) 2025 Loren Mindell, Gabrielle Toth, Joshua Vossler, Amanda Hardin https://creativecommons.org/licenses/by-nc-sa/4.0
LibGuides or Bust? Usability Testing Platforms for Research Guides
Objective – The purpose of this study was to compare student use of two library research guides, one created in Springshare’s LibGuides platform with a multi-page layout and one created using a single-page Adobe Express website. The researchers sought to explore how LibGuides’ library-first design and embedded features would enable successful student navigation versus Adobe Express’ simpler, website-style layout that might be more familiar to users yet lacks the ability to integrate fully with the broader library Web presence. Methods – The study used a qualitative usability test to answer the research questions. Two groups of six users each were assigned to complete tasks using one of the two platforms. Researchers designed test guides for the study mirroring real-world content and layout, following best practices of design and institutional guidelines within each system. During test sessions, users followed a “think-aloud” protocol, allowing researchers to transcribe and code comments to identify patterns in students’ feedback. Pretest and posttest questionnaires were also used to assess participants’ prior experience and subsequent perceptions. Results – Users’ posttest responses indicated they found both guides easy to use. However, there were a few differences between their use of LibGuides and Adobe Express during the sessions. Users of Adobe Express commented favorably on its clean aesthetic, though users appreciated both guides’ collation of resources. Adobe Express users experienced higher rates of task success, fewer instances of confusion, and a clearer differentiation between the guide and broader library resources. Many themes that surfaced in sessions related to user behaviour overlapped between the two platforms, such as a preference for searching over browsing, gravitation toward familiar tools, and not reading all content. Conclusion – Neither guide fully enabled universal task success, and each brought its own set of challenges for users. Moreover, users in both test groups failed to fully engage with all content. Librarians designing research guides should consider the context and purpose of creation, as well as users’ existing information literacy skills and mental models, when selecting platforms, layouts, and designs.
Copyright (c) 2025 Abigail E. Higgins, Piper L. Cumbo https://creativecommons.org/licenses/by-nc-sa/4.0
Plotting Your Job Hunt: The Use of Visual Timeline for Investigating the Job Search Process
Objective – This article discusses the use of a visual timeline activity in qualitative research investigating a process. This was part of a larger project exploring the experience of former library staff and their searches for academic librarian positions. It will also discuss the impact a visual method had in shaping the quality of the data. Methods – In 2023, the author conducted in-depth virtual interviews with 22 former library staff working in U.S.-based academic libraries about their experiences applying for academic librarian positions. A timeline worksheet was incorporated into the interviews, in which participants were asked to chronologically plot out their searches, as well as discuss significance of their selections. Both transcripts and timelines were analyzed using inductive thematic analysis, with the derived codes applied to both. Timelines were analyzed for visual connection to themes. Results – Participants used the timelines as a way to explain steps taken during their job searches, eventually leading to the start of their new jobs. Completing the activity helped participants recall moments from their searches during the interview. They also used the visual format to express the emotions they felt and their sense of passing time. Issues that arose while conducting the activity included some participants’ fears of “doing [the activity] wrong,” as well as limitations of the digital tool used to lead the interviews. Conclusion – Qualitative research in library science can benefit from the use of visual methods like timelines, especially for research on procedural aspects of working in academic librarianship. While practical matters such as extra time and material needs may hamper a researcher’s desire to use them, visual data can supplement oral interview transcripts.
Copyright (c) 2025 Natalia Estrada https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing Formatting Accuracy of APA Style References: A Scoping Review
Objective – The objective of this scoping review is to synthesize the existing literature on the accuracy of formatting American Psychological Association (APA) Style references, with a focus on how accuracy has been defined and measured across studies. Specifically, the review aims to identify commonly reported formatting errors, evaluate the transparency and reproducibility of research methods, and assess whether standard assessment tools have been proposed or developed. Additionally, the review gathers the discipline and geographic location of study authors and examined how issues of diversity, equity, and inclusion (DEI) are addressed in this body of research. Methods – The review followed the JBI methodology for scoping reviews, with a registered protocol on the Open Science Framework. A comprehensive search strategy was executed in the following academic databases: Academic Search Complete, Business Source Complete, CINAHL Plus with Full-Text, Education Source Complete, LISTA, ProQuest Platform Search, and the Web of Science Core Collection. This was supplemented with Google and Google Scholar searches. Initial searches were conducted in May 2023 and updated in November 2024. Eligibility criteria included English-language studies that assessed APA Style formatting accuracy in reference list entries. Two independent reviewers conducted all phases of screening and data extraction, with discrepancies resolved through consensus or third-party adjudication. Citation searching was also employed, yielding additional studies. Data extracted included publication details, source types, accuracy measures, and identified biases. Results – Out of the included 32 studies, most were authored by researchers in Library Science and published in North America between 2006 and 2024. APA Manual editions from the 3rd to the 7th were represented. Reference sources most often came from student papers (41%), followed by article reference lists and databases. The most frequently analyzed source types were journal articles and books. Fourteen studies evaluated automated tools that create references, including tools embedded in databases, citation managers, and AI tools such as ChatGPT. Seventeen types of errors were pre-identified and nine additional error types were noted from the included studies. However, error classification terminology varied widely across studies, limiting comparability. While some studies used comprehensive checklists to assess accuracy, only a few tools were accessible, and no standardized, widely accepted assessment method emerged. Formatting accuracy was quantified using 64 different types of metrics, with inconsistent use of normalized measures. Only one study explicitly addressed a DEI-related issue—mis-formatting of names from non-Western cultures—highlighting an underexplored area of concern. Citation searching was notably effective in identifying studies not indexed in major databases. Conclusion – This review reveals a fragmented research landscape regarding how formatting accuracy of APA references is measured and described. There is no consensus on assessment methodology, terminology, or reporting metrics, making it difficult to benchmark or compare results across studies. The findings underscore the need for standardized, source-specific tools to assess formatting accuracy and call attention to the role of librarians and educators in addressing this gap. Additionally, more attention must be paid to equity considerations, particularly related to name formatting conventions. Consistent terminology, inclusive practices, and evidence based tools are essential for advancing citation literacy and supporting academic integrity.
Copyright (c) 2025 Laurel Scheinfeld, Sunny Chung, Christine Fena, Clara Tran, Chris Kretz, Myra R. Reisman https://creativecommons.org/licenses/by-nc-sa/4.0
Understanding the Information Needs of Students Conducting Multidisciplinary Capstone Projects in Engineering Education
Copyright (c) 2025 Patricia Verdines https://creativecommons.org/licenses/by-nc-sa/4.0
A Syllabus Review Model for Proactive Ebook Textbook Provisioning
Copyright (c) 2025 Max Hosford, Edward Remus https://creativecommons.org/licenses/by-nc-sa/4.0
Visual Prebunking Advertisements Perform Better Than Their Audio-Only Counterpart for Improving Information Literacy
A Review of: Daly, D., & Jarrette, K. (2025). Design of audio ads to prebunk misinformation and promote civil discourse. Information Research: An International Electronic Journal, 30(iConf), 249–259. https://doi.org/10.47989/ir30iConf47359 Objective – To determine if the use of prebunking advertisements influences information literacy, the ability to identify false news headlines, or attitudes toward civil discourse. Design – A pilot, experimental study. Setting – A large university in the southwestern United States. Subjects – 143 undergraduate students. Methods – A research team developed five short audio advertisements intended for prebunking sources of misinformation identified through social media. For each misinformation strategy, the team created a humorous sketch, dramatizing an interaction between two characters who knew each other. The team created familiar characters to model how one could engage friends or family who could be susceptible to believing misinformation and promote civil discourse among them. The audio ads were intended to be aired during podcasts known to spread misinformation. For the experimental design, the audio ads were coupled with Artificial Intelligence (AI)-generated visualization. Researchers set out to determine whether exposure to a specific prebunking ad enhances an individual’s ability to identify false news headlines, whether the visualization of the ad script using AI assistance impacts respondent literacy, and how participants describe and gauge the effectiveness of a specific prebunking audio ad. Participants were recruited through instructors who taught courses related to study topics. Instructors were encouraged to offer extra credit for participation. In Part 1 of the study, participants answered questions about demographics and social media use. Participants completed two established qualitative questionnaires: the Generic Conspiracist Beliefs scale (GCBS) and the Misinformation Susceptibility Test (MIST-20) (Maertens et al., 2024). The researchers developed a questionnaire modeled after the MIST-20, the ITMIST, using real and fake headlines. Participants were exposed to one ad: either an audio-only ad, an AI-generated visualization ad, or a control ad. Participants completed another qualitative questionnaire after viewing the ad to finish Part 1. The following day, participants received a link to complete the GCBS, MIST-20, and ITMIST and completed another qualitative questionnaire within a week of the first survey, to finish Part 2 of the study. Main Results – One hundred forty-three participants completed Part 1 of the study, and 99 completed Part 2. Participants ranged in age from 18–48 years; 59.6% identified as female, 38.4% identified as male; 54.5% identified as White/Caucasian, with the remaining participants identifying as racially diverse; 34.4% identified as Democrat, 32.3% Republican, 18.2% Independent; and participants represented multiple religious affiliations. All participants used a social media platform at least once a week: 43.4% reported usage over two hours per day, 26.3% between 90–120 minutes, 12.1% between 60–90 minutes, 14.1% between 30–60 minutes, and 4% less than 30 minutes. Nearly 90 percent (89.9) of participants used Instagram, 67.6% TikTok, 66.7% Snapchat, 34.3% Twitter/X, 21.2% Facebook, and 8.1% used other social media platforms. Regarding podcasts, 23.2% frequently tuned in, 50.5% sometimes tuned in, and 26.3% never tuned in. Of those who listened to podcasts, 71.2% always skipped podcast ads, 26% sometimes skipped, and 1.4% never skipped. The podcasts that participants reported frequently tuning into for entertainment and education were strongly related to stated political affiliation. The authors reported the results of the MIST-20 and ITMIST in this article. At the time of publication, the authors were still analyzing the results of the GCBS and the complete quantitative and qualitative data. When comparing the AI-generated visualization ad (Visual Experimental group) to the Visual Control group, investigators reported a significantly large average improvement in information literacy scores for the Experimental group on the MIST-20 (Visual Experimental x̄ = 0.93, Visual Control x̄ = 0.33), and a moderate average improvement on the ITMIST (Visual Experimental x̄ = 0.98, Visual Control x̄ = 0.81). When comparing the Audio Experimental group to the Audio Control group, investigators report mixed results. The Audio Experimental group did not show as great an average improvement compared to the Control group on the MIST-20 (Audio Experimental x̄ = 0.85, Audio Control x̄ = 1.41) but scored higher than the Control group on the ITMIST (Audio Experimental x̄ = 0.78, Audio Control x̄ = 0.45). More than half of the participants in each Experimental group improved in score. Those who improved showed a greater change in score than those whose score declined. Conclusion – Prebunking ads improved information literacy, but a greater improvement was shown with AI-generated visualization ads than with audio-only ads. The investigators acknowledge the benefit of theatrical visual advertisements to prebunk misinformation and plan research to include broader populations.
Copyright (c) 2025 Kathy Grams https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Faculty Engagement With and Perceptions of the Library When Teaching University Students About Fake News
A Review of: Alwan, A., Garcia, E., Kirakosian, A, & Weiss, A. (2021). Fake news and libraries: How teaching faculty in higher education view librarians' roles in counteracting the spread of false information. Partnership: The Canadian Journal of Library and Information Practice and Research, 16(2), 1-30. <a href="https://can01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.21083%2Fpartnership.v16i2.6483&data=05%7C02%7CKristy.Hancock%40unbc.ca%7Ca78cd0d7c7d6494e70bb08ddacff1679%7Ca7ee9abb4885492eb331a6fa051a39bb%7C0%7C0%7C638856933815007796%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=B%2FurnJl6fE9jxwzbICyWk9ROV1J2cqn6SqCx81tbhsw%3D&reserved=0">https://doi.org/10.21083/partnership.v16i2.6483 Objective – The authors sought to examine how faculty engage with and feel about the library and librarians when teaching university students about fake news. This follow-up article focuses on survey questions not reported on in the previous article by Weiss et al. (2020). Design – Cross-sectional mixed methods survey. Setting – California State University, Northridge (CSUN) in Los Angeles, California. Subjects – CSUN faculty members, including tenured, tenure-track, and term-contract faculty (e.g. lecturers and adjuncts). Methods – The authors identified survey participants using purposeful-random sampling. The CSUN Office of Institutional Research provided the authors with a randomized subsample of 400 faculty (18.88% of all CSUN faculty). The subsample included an equal number of tenure-track faculty and term contract faculty drawn from across all nine CSUN colleges. The full survey consisted of 28 questions and was divided into four sections entitled: “Demographics,” “Personal Views,” “In the Classroom,” and “Role of the Library.” In this article, the authors focus on the “Demographics” and “Role of the Library” sections, exploring the association between select demographic variables (age range, gender identity, college, and academic rank) and questions 23-27 using cross-tabulation and Spearman correlation. Main Results – The authors received 69 survey responses. The cross-tabulation identified a significant association between respondent’s college and response to question 23 (“Do you use the Oviatt Library's resources/services to teach or inform your students about fake news?”). Faculty from two of the nine CSUN colleges and half of the faculty from the remaining colleges reported never using library resources or services. The correlation analysis revealed a moderate correlation between academic rank (Professor, Associate Professor, Assistant Professor, and Lecturer) and response to question 26 (“Do you feel librarians offer sufficient support related to fake news?”). Lecturers were more likely to agree with question 26, while respondents in higher academic ranks were more likely to disagree or strongly disagree. The correlation analysis identified three pairs of questions with significant correlations. Questions 23 and 24 (“Do you collaborate with librarians to teach or inform your students about fake news?”) were significantly correlated. When respondents selected "Never" in response to question 23, they were more likely to select "Never" in response to question 24. Questions 26 and 27 (“Do you feel the Oviatt Library offers sufficient support related to fake news?”) were also significantly correlated. When respondents selected "Agree" or "Neutral" in response to question 26, they were more likely to select "Agree" or "Neutral" in response to question 27. Finally, questions 25 (“Do you feel the Oviatt Library has reputable trustworthy sources?”) and 27 had a weak correlation. The more strongly respondents agreed with question 25, the more likely they were to select "Strongly Agree", "Agree", or "Neutral" in response to question 27. Conclusion – The results of the study suggest that faculty at CSUN have divergent views about how the library and librarians can help them teach students about fake news. Lecturers agree more often than faculty in higher academic ranks that the librarians at CSUN offer sufficient support related to fake news. Library outreach and awareness programs may be helpful in changing how faculty view the library and librarians.
Copyright (c) 2025 Kristy Hancock https://creativecommons.org/licenses/by-nc-sa/4.0
Librarians and Faculty Are Concerned About Misinformation, But Differ in How to Implement News Literacy in the Classroom
A Review of: Saunders, L. (2023). Librarian perspectives on misinformation: A follow-up and comparative study. College & Research Libraries, 84(4), 478-494. https://doi.org/10.5860/crl.84.4.478 Objective – To explore academic librarians’ perspectives on misinformation, including how they teach it in the classroom and their perceptions of undergraduate students’ news literacy competence. A secondary objective is to compare academic librarians’ and faculty’s misinformation perspectives using data from the author’s previous study (Saunders, 2022). Design – A Qualtrics-hosted online survey modified from the previous study. Setting – Two electronic mailing lists from the American Library Association (ALA). Subjects – There were 189 respondents. The target population was librarians employed in a college or university with at least some library instruction responsibilities. Methods – The electronic survey was distributed in March 2021. The quantitative analysis included descriptive statistics and chi-squared tests to identify any statistically significant differences in responses between librarians liaising with different departments and between librarians and faculty. Main Results – Academic librarians agree that mis- and disinformation is a major concern. The survey defined misinformation as “inaccurate information shared by accident,” and disinformation as “inaccurate information shared on purpose to mislead/deceive.” In the article, misinformation was used to encompass both terms. The majority of librarians address news literacy during classroom instruction using a variety of methods, including active learning and, less often, using assignments with news literacy outcomes. Librarians who do not teach news literacy report that faculty members do not request this type of instruction, and that they do not have time to teach it. Faculty and librarians agree that misinformation is a concern, and that news literacy instruction is important for combatting misinformation. However, faculty members were more likely to report that misinformation was not relevant to their discipline, and that news literacy instruction should occur elsewhere in the curriculum. Faculty also tended to rate students’ proficiencies in identifying misinformation as higher than librarians. Conclusion – The majority of academic librarians and faculty are concerned about misinformation and agree that news literacy instruction is an important method to address it. It is unclear how librarians are teaching students how to identify misinformation and if they are using evidence based methods to do so. Many faculty members do not include librarians in this instruction or do not believe it should be addressed in their discipline. Based on these results, librarians could provide outreach to faculty members about how librarians can address misinformation within their disciplinary curriculums. They could also provide training workshops to faculty members to enable them to teach these skills on their own.
Copyright (c) 2025 Rachel J. Hinrichs https://creativecommons.org/licenses/by-nc-sa/4.0
New Information Literacy Model for Identifying Mis/Disinformation Falls Short of Determining and Addressing a Need
A Review of: John, K., & Tater, B. (2025). Reframing the information literacy framework to identify misinformation and disinformation. Serials Librarian, 86(1/2), 29–55. <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1080%2F0361526X.2025.2459765&data=05%7C02%7CAbbey.B.Lewis%40Colorado.EDU%7Cb7f89342300b412ce33608ddc94a8945%7C3ded8b1b070d462982e4c0b019f46057%7C1%7C1%7C638888044190760362%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=72xVG5q7HAEqTcLkqeCK%2BPHrGiTw5ZwQAwQRmhtuKIw%3D&reserved=0">https://doi.org/10.1080/0361526X.2025.2459765 Objective – To determine the information literacy skills needed for identifying misinformation and disinformation, examine current information literacy models’ incorporation of those skills, and propose a new information literacy model to address those skills. Design – Analysis of published literature. Setting – Publications on misinformation and disinformation and information literacy. Subjects – Information literacy models. Methods – Google Scholar was used to locate 1,378 peer-reviewed articles addressing topics related to the current study. Of these, 175 papers were selected for analysis and categorized into the following areas: misinformation and disinformation, causes of misinformation and disinformation, types of misinformation and disinformation, identification of misinformation and disinformation, library and information services, information literacy, misinformation and disinformation and information literacy, information literacy models and misinformation. Content from the studies was synthesized into a discussion and used to create a new information literacy model to address misinformation and disinformation. Main Results – The authors assert that misinformation and disinformation pose a substantial problem and that current information literacy models do not adequately underscore elements that lead to the identification of misinformation and disinformation. They point to plagiarism and poor research design as evidence that existing models are unable to assist in substantiating information. Recommendations for an information literacy model include promoting thorough analysis, emphasizing accuracy, educating users about determining the purpose of information, and integrating information and communication technology skills. Additionally, the authors propose an information literacy model that lists components of information literacy, information literacy skills, and elements of misinformation and disinformation. Conclusion – The authors suggest that their review of relevant literature shows that existing information literacy models do not facilitate the identification of misinformation and disinformation. Furthermore, the authors believe that this weakness, coupled with changes to the online information environment, necessitates an information literacy model to assist users in identifying misinformation and disinformation. Their proposed information literacy model includes elements that they believe support this need.
Copyright (c) 2025 Abbey Lewis https://creativecommons.org/licenses/by-nc-sa/4.0
School Library Professionals Report Inadequate Student Digital Information Literacy Across Global Contexts
A Review of: Merga, M. K., & Mat Roni, S. (2025). School library professionals' perceptions of students' digital information literacy. Journal of Library Administration, 65(4), 397–411. https://doi.org/10.1080/01930826.2025.2475701 Objective – To explore school library professionals' perceptions of their students' digital information literacy (DIL) knowledge, skills, and learning opportunities across multi-country contexts. Design – Cross-sectional survey questionnaire. Setting – School library professionals (SLPs) working in 63 countries. Four public libraries in Norway: The Northern and central-Eastern regions (2), and Oslo (2). Subjects – 971 SPLs responded to the survey, of which 801 (82.5%) were included in the analysis as they indicated they were knowledgeable about their students’ DIL. Methods – Data was collected via an online Qualtrics-hosted survey from July 12 to August 29, 2024. This analysis focused on one block of questions within a larger international survey of SLPs (Merga & Mat Roni, 2025, p. 401). The DIL measurement included 12 Likert-scale items determining access to technology, DIL education provision, and students' DIL skills. The researchers conducted partial correlation tests and regression analyses, controlling for country income level. A three-step mediation analysis with Sobel test examined the role of school libraries in DIL instruction. The survey instrument underwent cognitive piloting with diverse international SLPs to ensure cross-contextual validity. Main Results – The findings revealed that although technological infrastructure was nearly universal (95.1% reported majority internet access at country level), and DIL instruction was reportedly integrated across all schooling years in most schools (75.8%), fewer than half of SLPs perceived DIL development as a priority at their schools, with even fewer (48.8%) noting it was prioritized at the national level. The respondents perceived students' DIL skills as low, with only 43.7% of SLPs agreeing that students have strong DIL skills for their age. Even fewer SLPs believed students possessed sound strategies for evaluating online information credibility (34.2%) or expertise (27.8%). The data revealed a moderate positive correlation (r = .56, p < .001) between DIL instruction and perceived student DIL skills. Conclusion – While many respondents reported that technological infrastructure was widely available, the authors emphasize that global internet access remains uneven, with only 57% of the population reliably connected. Findings should therefore be interpreted with these disparities in mind. The authors recommend greater prioritization of DIL instruction in schools. They also suggest an increased utilization of SLPs (and school libraries) who possess unique qualifications for DIL education but remain underutilized in 35% of contexts.
Copyright (c) 2025 Quincy D. McCrary https://creativecommons.org/licenses/by-nc-sa/4.0
Escape Room Game Design Has Teaching Potential for Engaging With Misinformation Behaviors
A Review of: Cho, Y., Coward, C., Lackner, J., Windleharth, T. W., & Lee, J. H. (2023). The use of an escape room as an immersive learning environment for building resilience to misinformation. Journal of Librarianship and Information Science, 57(2), 524-538. https://doi.org/10.1177/09610006231208027 Objective – To evaluate the efficacy of game-based learning as a tool to teach misinformation recognition strategies, with an additional focus on cognitive bias, emotion, and attitudes related to misinformation. The authors also explore librarians’ responses to the use of the game as library educational programming to identify strengths and areas of concern in the game design process. Design – Mixed-methods user study combining participant survey data with inductive and deductive coding of qualitative data extracted from video recordings and open-ended questions. Setting – Washington State public libraries, primarily city and suburban locations. Subjects – 80 public library patrons and 6 public librarians in gameplay; 50 patrons additionally completed the optional survey. Methods – For this exploratory study, authors designed a misinformation escape room game based on interviews with librarians, college student input, and escape room developer collaboration. The authors recruited and trained public librarians to host the game and facilitate follow-up discussions, then recruited 80 participants via communication channels chosen by the public librarians, including newsletters, websites, and social media. The game was run 17 times across six locations. Game participation and discussions were recorded and transcribed. Following the game, participants were asked to complete a survey that included quantitative and qualitative responses, and librarians participated in a focus group after completing all of their game sessions. Researchers then coded the responses with both predefined and emergent codes. Main Results – Researchers found that participants were exposed to new misinformation techniques during the game, especially deepfake images and videos. Participants stated in the follow-up discussion that the use of misinformation created a sense of vulnerability, and they reflected on their individual responsibility regarding the spread of misinformation, including that once misinformation is shared, it cannot truly be unshared. As a result of the game, many participants highlighted the need for greater caution and critical thinking when engaging with information. Participants appreciated that the game was both fun and cooperative while affirming that it improved their awareness of misinformation techniques. Conclusion – The combination of immersive experience, collaborative play, and the post-game discussion led to better awareness of modern misinformation techniques and a willingness to reflect on the experience of engaging in misinformation. The post-game debrief is particularly important as it allows participants to form connections between the game and real-world misinformation experiences. Further research could pursue more conclusive evidence regarding patterns in misinformation experiences, or a longitudinal study could explore the game’s long-term effects on participants’ attitudes and behaviors.
Copyright (c) 2025 Collin Stephenson https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Community Libraries in Repackaging Scientifically Researched Information for Rural Farming Communities: A Review
Objective – Scientifically researched information is often found in journal articles, book chapters, and conference papers, which can be technical and challenging for those without training. Repackaging information into a simpler and preferred language can make it easier for undereducated rural communities to access. This narrative review investigates the strategies community libraries can adopt to repackage scientifically researched information for easier access by rural farming communities. This study contributes to the literature gap on research-based information repackaging by community libraries for rural development. Methods – The literature search for this narrative review was conducted across several databases, electronic discovery tools, and individual journal articles. Google Scholar, EBSCOhost, Emerald, AGORA, Scopus, and Wiley collections were searched. Reference lists from various journal articles, book chapters, and conference papers were reviewed to select the desired studies for inclusion in this review. Results – The findings highlight the challenges community libraries face in Africa when repackaging research-based information for farmers, as discussed in relation to those reported in other parts of the world. These challenges include a lack of information and communications technologies (ICT) infrastructure, limited budgets, the absence of relevant policies, low awareness, and inadequate skills among library staff. Additionally, community libraries are scarce in rural areas, and those that exist often lack updated, scientifically researched information. To address these issues, the study proposes strategies such as collaborating, considering community norms and cultures, training community librarians in digital and appropriate repackaging methods, and equipping rural libraries with reliable, research-based information and necessary ICT tools. Conclusions – This study highlights the critical role of information repackaging in enhancing access to scientific farming knowledge for rural communities through community libraries. By translating complex information into user-friendly formats, libraries meet farmers' unique needs effectively. The integration of digital technologies further strengthens this process. The findings extend beyond the African context, as rural libraries worldwide face similar challenges in delivering context-specific knowledge, promoting information literacy, and engaging communities. Thus, the strategies highlighted in this study may be applied globally. Future research should explore the effectiveness of different repackaging strategies, the role of digital tools in various contexts, and the training needs of community librarians to optimize information delivery.
Copyright (c) 2025 Jackline Estomihi Mayende Kiwelu, Patrick Ngulube https://creativecommons.org/licenses/by-nc-sa/4.0
Scoping Review of Transformative Agreement Research
Objective – Transformative agreements (TAs) are agreements between publishers and institutions or consortia that combine reading access and open access (OA) publishing. They can take many forms, and the first agreement is believed to have started in 2014. This scoping review aims to identify and synthesize the existing research on TAs. Methods – Following benchmarking and term harvesting, electronic searches were conducted in 48 databases and were complemented with handsearching and citation chaining which resulted in 1843 unique results. Results were screened with pre-registered inclusion and exclusion criteria which resulted in inclusion of 151 studies (80 case studies, 39 quantitative, 31 qualitative, and 1 theoretical). Results – The heterogeneity of methods and findings of research on TAs made synthesis challenging. The synthesis was further complicated by the corpus including studies examining different time periods, publishers, agreement types, participating institutions, and more. Studies had varied intended audiences and research dissemination routes further complicating discovery and synthesis. Conclusions – Despite the heterogeneity, some themes emerged, including TAs increase hybrid OA and that consortia can play an important role in negotiating and managing TAs. Successful implementation relies on a number of factors, including workflows for authors and those managing the agreements. Studies found that TAs are not leading to a transformation of the publishing system as a whole.
Copyright (c) 2025 Amy Riegelman, Allison Langham-Putrow https://creativecommons.org/licenses/by-nc-sa/4.0
Meet ESiLS—The Empirical Studies in Libraries Summit
Copyright (c) 2025 Laureen Cantwell-Jurkovic, Logan Rath https://creativecommons.org/licenses/by-nc-sa/4.0