Introduction In the last decades, our society evolved from information scarcity to information abundance. For the many things that we need to do in everyday life, we often find ourselves overloaded with information on how to do things. A visit to an Internet search engine (e.g., Google) or a visit to an online video library […]

Background Personal health and medical information can be textual, numerical, and visual. Medical information is preserved and managed in professionally maintained medical records, but also privately by patients. The ways of preservations vary, from digital to paper-based approaches, but increasingly, medical records and health services overall have turned digital. However, not all favor digital services,

Educational institutions are politically the “slowest tanker” regarding their willingness to change. That is as true for schools and their curricula as it is for pedagogical adaptations and paradigms of public libraries. Given ChatGPT, Luminar Neo, and similar AI-supported image and text programs and the demands of a diversified society, these institutions face even more

Since 2021, the TLIT4U project has been implemented by ULSIT (Bulgaria), UNIPR (Italy), ULAPLAND (Finland) and FPM (Italy). The project highlights the need to improve students’ multiple literacy skills and develop a curriculum integrating a STE(A)M approach and using serious games. The numerous definitions of Digital Fluency – DF (Demir, 2015; Ross, 2015) often overlap

As the world of media continues to rapidly evolve, it is crucial for librarian instructors to equip students with the necessary skills to effectively evaluate online information. However, traditional methods of information evaluation, such as the CRAAP test with a focus on close reading, may no longer be sufficient in today’s digital age. To address

Generative artificial intelligence tools such as ChatGPT are transforming how people interact with information, with significant implications for information literacy. Using ChatGPT and similar tools as information retrieval challenges many core ideas of information literacy, as it generates often quite adequate topic overviews, while claiming neither copyright nor any authority other than having been trained

Yuval Harari proposes the dystopian view that an algorithm can understand us and our thoughts and feelings better than our mothers, without us even recognising that this is happening, and that this can lead to a threat to democracy (Harari in Thompson, 2018). Questions of responsibility for overcoming the power vested in technologies abound in

If most papers in conference settings present success stories, I propose to share with the ECIL participants a continuing alarming situation which occurs in one of America’s largest urban areas, the City of Detroit, where the literacy rate is one of the lowest in the United States, amounting to only 47%. The 2020 US Census

Flexibilization of higher education is a hot topic in the Netherlands. One of the conditions for making this flexibilization possible is the use of open badges, which are digital certificates that allow students to visualize the knowledge and skills they have acquired. A national infrastructure for awarding open badges to students, called edubadges, has been

The promotion of information literacy is a standard task in many university libraries in Germany and an important part of their range of services. Ten years ago, the German Rectors’ Conference (2012) called in its resolution “Higher education institutions in a digital age: rethinking information competency – redirecting processes” for standardizing the teaching of information