a primer; an easy-to-read, non-technical overview explaining what information literacy means, designed for busy public policy-makers, business executives, civil society administrators and practicing professionals

For a nation to be developed, it requires information. Today, information is the most important singular variable which differentiates and determines whether a country is the first, second, third or fourth world. Information has a key role to play in the attainment of sustainable development goals. The roles of libraries in attaining the sustainable development goals are indispensable. Information as a commodity, if properly utilized for decision making, policy formulation, research and educational purposes can result in sustainable development. This paper looks at information literacy, skills required of individuals, importance of information literacy, roles of libraries as agents of information literacy for the attainment of sustainable development, challenges and imperatives for sustainable development.

This study explores the relationship between journalistic background, content creation experience, and self-reported information literacy among global content creators. Based on an online survey of 500 content creators in eight languages around the world, the study explains whether journalistic training or experience in content creation influences perceived information literacy, while controlling for education and economic development of the country. Results indicate that both having a journalistic background and content creation experience significantly predict perceived information literacy, with education of creators as a significant covariate. Economic development (Global South vs. Global North) is not a significant factor. Grounded in Flavell’s metacognitive theory, the findings suggest that content creators gain confidence in evaluating information through having a journalistic background and content creator experience, even if their actual ability remains untested. The implications of perceived information literacy compared to actual practice in information checking and information literacy training based on metacognition are discussed.

This paper is an exploratory investigation on Information Literacy and Sustainable Development GoalsImplementation: The Role of Libraries and Librarians. It is imperative to note that libraries andlibrarians can help streamline services that encourage the participation and acceptance of stakeholdersthrough its sharing, collaboration and facilitation platforms and services. The familiarity of users totheir respective libraries avails the library the opportunity to sensitize, recognize and make visibleprospects and challenges recorded with the implementation of SDGs. As it was pointed out that everysector depends on the library, it could be concluded that the library has all that is required to supportthe sustainable development goals to be achieve because of its characteristic dependability andinclusiveness. This paper recommended that management of libraries should not see the libraries asavenue of enriching themselves as there have been situations where fund released by government hasbeen misappropriated and embezzled at the detriment of effective service provision. There should bein a existence a body with integrity whose responsibility should be to monitor and audit every libraryproject and anyone found culpable punished accordingly. Furthermore, librarians and libraries shouldget involve in advocacy programmes such as road-walk, distribution of informative flyers, radio jinglesand social media campaign with a view to intimating the public on the SDGs.

With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages.This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers.

This article presents a systematic meta-review of the scientific literature discussing the concepts of information literacy, media literacy, and digital literacy. While carrying out a cross analysis of the way in which literature reviews specifically address these three concepts, this article identifies, and articulates a critical analysis of, the main findings from the reviewed texts regarding the conceptual landscape that they cover. This work highlights confusion between the constitutive dimensions of literacies, recurrent difficulties in establishing theoretical articulations between contributions, and operationalization problems in observing and assessing these literacies. These issues are the subject of a discussion grounded in the specific field of media education.

The study examines factors influencing young people’s ability to evaluate online information, focusing on credibility awareness, evaluation practices, and assessment accuracy. Based on data from 2,747 internet users aged 11–18, the findings show that cognitive development, decision-making style, demographics, and digital literacy training all affect online information evaluation, with some unexpected results. The study highlights gaps in youths’ online information literacy and discusses implications for improving digital literacy education and intervention design.

This article presents a systematic meta-review of the scientific literature discussing the concepts of information literacy, media literacy, and digital literacy. While carrying out a cross analysis of the way in which literature reviews specifically address these three concepts, this article identifies, and articulates a critical analysis of, the main findings from the reviewed texts regarding the conceptual landscape that they cover. This work highlights confusion between the constitutive dimensions of literacies, recurrent difficulties in establishing theoretical articulations between contributions, and operationalization problems in observing and assessing these literacies. These issues are the subject of a discussion grounded in the specific field of media education.

The paper examines the lack of a clear definition of bias in library literature and critiques existing teaching methods that treat bias as inherently negative and easy to identify. It argues that identifying bias is a complex cognitive process involving recognizing types of bias, establishing an objective baseline, and assessing its impact. Drawing on insights from multiple disciplines, the paper proposes a clear definition of bias and a practical framework for evaluating it. The study emphasizes the need for a nuanced approach to teaching bias identification to better prepare individuals for evaluating information in a post-truth society.