Conference Agenda

What is even real anymore? – The case for personal agency being at the forefront of what it means to be literate

David White

University of the Arts London, United Kingdom

An innovative approach using picture books to empower critical information and digital literacy in primary school education

Dora Sales¹, Serap Kurbanoğlu², İpek Şencan², Sarah Pavey³, Stéphane Goldstein⁴, Konstantina Martzoukou⁵, Heidi Enwald⁶

1: University Jaume I, Spain; 2: Hacettepe University, Turkey; 3: SP4IL, UK; 4: InformAll,UK; 5: Robert Gordon University, UK; 6: University of Oulu, Finland

The Use of ChatGPT by University Students as a Tool for Self-Training in Information Literacy

María Pinto¹, David Caballero-Mariscal², Rosaura Fernández-Pascual³, David Guerrero Quesada⁴

1: University of Granada, Spain; 2: University of Granada, Spain; 3: University of Granada, Spain; 4: University of Granada, Spain

Self-assessment of the Polish students’ artificial intelligence literacy in the context of AI-generated content detection

Paulina Motylińska, Anna Pieczka-Węgorkiewicz

University of the National Education Commission, Poland

Students’ Perceptions of Information Literacy Skills: new perspectives trough a Portuguese experience with PILS

Tatiana Sanches¹, Carlos Lopes², Maria Luz Antunes³

1: UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal; 2: APPsyCI, Ispa-Instituto Universitário; 3: Instituto Politécnico de Lisboa (ESTeSL)

Bridging the Gap: How Information Practices Shape Students’ Help-Seeking Strategies

Nadezda Firsova

Czech National Library of Technology, Czech Republic

Emotional labour in the classroom: a scoping review of instruction in academic libraries

Karen Marie Øvern¹, Hege Kristin Ringnes², Elena Springall³

1: Norwegian University of Science and Technology, Norway; 2: Oslo Metropolitan University, Norway; 3: University of Toronto, Canada

Being Information Literate or Having Academic Integrity

Hilary Yerbury¹, Nicole Johnston², Maureen Henninger¹, Danielle Degiorgio²

1: University of Technology Sydney, Australia; 2: Edith Cowan University, Australia

Generative AI Literacy among Economics Students: Experiences, Attitudes, and Academic Librarian Support

Ivan Čolakovac¹, Iva Barković², Davor Vlajčić³

1: University of Zagreb Faculty of Kinesiology, Croatia; 2: University of Zagreb Faculty of Kinesiology, Croatia; 3: University of Zagreb Faculty of Economics & Business, Croatia

Validating Design Principles for Teaching Information Problem Solving in Higher Education: A Library Professionals' Perspective

Josien Boetje^1,2, Stan Van Ginkel², Matthijs Smakman², Erik Barendsen^2,3, Johan Versendaal², Esther Zeedijk²

1: Open University of the Netherlands; 2: HU University of Applied Sciences Utrecht (Hogeschool Utrecht), Netherlands, The; 3: Radboud University

Visualizing Information Literacy

Elizabeth Gross¹, Ashley Crane², Heather Adair²

1: Sam Houston State University, United States of America; 2: Texas A & M University, United States of America

Information literacy on the edge: exploring the needs of doctoral students

Pavla Vizváry

Masaryk University, Czech Republic

How do we want IL governance? The organizational structures for the promotion of information literacy at German university libraries

Fabian Franke¹, Naoka Werr²

1: University Library Bamberg, Germany; 2: Hochschule für den öffentlichen Dienst in Bayern, Fachbereich Archiv- und Bibliothekswesen, Munich, Germany

Insights and Future Directions: Course Program Development at HSU Library

Karina Lubig, Saskia Stahmer

Helmut-Schmidt-University/University of the Armed Forces Hamburg, Germany

Libraries as hybrid “third spaces”: a speculation

Ruth Wallach, Deborah Holmes-Wong

University of Southern California, United States of America

No Student Feedback? No Problem: Alternative Approaches for Gathering Programmatic Assessment Information

Hannah Gascho Rempel

Oregon State University, United States of America

When the faculty are our students: Exploring the integration of information literacy after an intensive faculty development workshop

Katie Blocksidge, Amanda L. Folk, Jane Hammons, Hanna Primeau

The Ohio State Unviersity, United States of America

Bridging the Digital Divide: A Practical Workshop on Digital Inclusion in Adult Education

Violeta Trkulja, Juliane Stiller

Grenzenlos Digital e.V., Germany

Using Board Games for Teaching and Assessing News Literacy Skills

Serap Kurbanoğlu¹, Jasmina Ninkov², Bojan Kundacina², Orçun Madran¹, İpek Şencan¹

1: Hacettepe University, Türkiye; 2: Belgrade City Library, Serbia

Empowering Students Through Digital Learning: Developing a Library etext for Information Literacy

Evie Cordell

University of Illinois Urbana Champaign, United States of America

Librarians Attitudes Towards AI: AI-enhanced Metadata Creation and Management as New Challenges in Workplace Information Literacy

Małgorzata Kisilowska-Szurmińska¹, Anna Mierzecka¹, Ying-Hsang Liu², Natalia Strąk¹

1: University of Warsaw, Poland; 2: Chemnitz University of Technology, Germany

Artificial Intelligence and Bulgarian Libraries: Practices, Perceptions and Opportunities for Optimization

Gergana Valentinova Yancheva, Detelina Lyubomirova Vitanova

University of Library Studies and Information Technologies, Bulgaria

French university library “AI explorers”: a longitudinal study of the process of integrating AI into Information Literacy initiatives

Susan Kovacs¹, Valentine Favel-Kapoian²

1: ENSSIB, France; 2: University Claude Bernard Lyon 1, Lyon, France

Repositioning public libraries to meet the demands of the AI era. A critical assessment of a Romanian use case within the SHIFT project

Ioana Cornelia Cristina Crihană

The National Association of Public Librarians and Libraries in Romania, Romania

Humanities, Humanism and Ethics in a digital context: challenges for digital literacy research and learning

Paula Ochoa¹, Ana Novo², Leonor Gaspar Pinto¹

1: Universidade Nova, CHAM, Portugal; 2: Universidade Aberta, CIDEHUS-UÉ, Portugal

“Help RobAI Fix Its System Bug”: An Escape Game Assisting Teaching AI Literacy

Zuza Wiorogórska¹, Tatiana Sanches², Zuzanna “Zu” Sendor³

1: University of Warsaw, Faculty of Journalism, Information and Book Studies, Warsaw, Poland; 2: Universidade de Lisboa, Instituto de Educação, UIDEF, Lisbon, Portugal; 3: University of Warsaw Library, Warsaw, Poland

Exploring games for learning transliteracy: TLIT4U project findings

Giulia Conti¹, Marina Encheva², Francesco Zanichelli³, Anna Maria Tammaro⁴

1: Università di Modena e Reggio, Italy; 2: University of Library Studies and Information Technologies, Sofia, Bulgaria; 3: Università di Parma, Italy; 4: Università di Parma, Italy

Fostering Reflective Learning through Visual Search Stories

Luca Botturi¹, Giovanni Profeta¹, Elena Battipede^1,2, Mirna Saad^1,2, Deirdre Fels³, Petra Mazzoni¹, Franziska Baier-Mosch⁴, Martin Hermida⁵, Carolin Hahnel³, Silvia Giordano¹

1: Scuola universitaria professionale della svizzera italiana, Switzerland; 2: University of Lugano, Switzerland; 3: Ruhr University Bochum, Germany; 4: DIPF | Leibniz Institute for Research and Information in Education, Germany; 5: Schwyz University of Teacher Education, Switzerland

Enhancing Museum Education and Widening Inclusion Through Emerging Technologies

Merle Laurits, Sirje Virkus

Tallinn University, Estonia

A new model for teaching information literacy and academic writing

Helene N. Andreassen, Inga Bårdsen Tøllefsen, Torstein Låg

UiT The Arctic University of Norway, Norway

Evaluating Information in a Changing Landscape: Creation of an Evaluation Tutorial

Gemmicka Piper, Khrisma McMurray, M. Sara Lowe

Indiana University Indianapolis, United States of America

Ten years of information literacy for doctoral and postdoctoral researchers at the EUI: statistics and lessons learned

Federica Signoriello

European University Institute, Italy

The Evolution of an Information Literacy Course for International Dentists Over Seven Years

Sean Michael Stone, Sopanis Cho

Indiana University School of Dentistry, United States of America

When more is not less: incorporating Systematic Literature Review (SLR) strategies in information literacy education

Joost Daniël Driesens

University of Groningen, Netherlands, The

Gossip as Information Literacy Praxis

David A. Hurley, Liz Cooper, Glenn Koelling

University of New Mexico, United States of America

Developing an international research agenda for Information Literacy

Sheila Webber¹, John Budd², Bill Johnston³, Karen Kaufmann⁴, Clarence Maybee⁵

1: University of Sheffield, United Kingdom; 2: University of Missouri; 3: Formerly University of Strathclyde; 4: University of South Florida; 5: Purdue University

Mindful Data Stewardship – Concepts, Implementation, and Return of Experience

René Martin Schneider

Haute Ecole de Gestion de Genève, Switzerland

Data Literacy in Focus: Using the Learning Objective Matrix to teach Research Data Management

Franziska Altmeier¹, Juliane Jacob², Jorge Murcia Serra³

1: Leibniz-Informationszentrum Technik und Naturwissenschaften, Hannover, Germany; 2: University Hamburg, Hamburg, Germany; 3: University Library Mannheim, Germany

Students’ Self-Efficacy in Information Creation: Insights from AI Management and Strategic Literacy Integration

Maria Pinto, Rosaura Fernandez Pascual, David Caballero Mariscal

University of Granada, Spain

Artificial Intelligence and Workplace Transformation: A McLuhan Tetrad Analysis

Dijana Šobota¹, Michael George², Denis Kos¹

1: University of Zagreb, Faculty of Humanities and Social Sciences, Croatia; 2: St Thomas University, Fredericton, Canada

Global Publication Patterns in Information Literacy Research, 2020-2024

Samantha Godbey, Starr Hoffman

University of Nevada Las Vegas, United States of America

Empowering Information Literacy through Learning Nuggets on Toolification of Scientific Workflows

Anna Buerklen, Ulrike Golas, Johanna Groepler

Technische Universität Berlin, Germany

AI Taxonomies for Research Writing: Information Literacy in Prompt Engineering

Maurice Lee Hines, Victoria Wanjala Maseghe

Northwestern University in Qatar, Qatar

Identifying Outdated Notions in Research Assignment and Information Literacy Instruction

Adrienne Warner¹, Jane Hammons², Glenn Koelling¹

1: University of New Mexico, United States of America; 2: The Ohio State University, United States of America