Karen F. Kaufmann is Assistant Professor of Instruction in the School of Information, University of South Florida. She co-leads the Information Literacy is a Discipline (ILIAD) group with Clarence Maybee and is a 2017 Beta Phi Mu Eugene Garfield Doctoral Dissertation Fellowship recipient. She has previously co-authored Supporting Transfer Student Success: The Essential Role of College and University Libraries.Clarence Maybee is the Associate Dean for Learning, and the W. Wayne Booker Endowed Chair in Information Literacy at Purdue University Libraries and School of Information Studies. He is the director of the Institute for Information Literacy at Purdue, which supports research that explores the role of information literacy in addressing information challenges. He co-leads the Information Literacy is a Discipline (ILIAD) group with Karen F. Kaufmann. In 2019, he received the Librarian Recognition Award from the American Library Association. He has previously published IMPACT Learning: Librarians at the Forefront of Change in Higher Education.

What a rich foundation for researchers and practitioners to push the boundaries of information literacy as a discipline, aligning it with many others! The Information Literacy Handbook: Charting the Discipline, edited by Karen Kaufmann and Clarence Maybee, has all the elements to make it highly successful. With contributions from leading scholars worldwide, the book bridges theory, empirical research, and practice training to shape the discipline’s next directions.

• IntroductionSection 1: Information literacy – the discipline Editors: Karen F. Kaufmann and Clarence Maybee * 1.1 The Information Literacy Handbook: An orientation *Clarence Maybee and Karen F. Kaufmann 1.2 Information literacy: Framing the discipline Sheila Webber and Bill JohnstonSection 2: Information literacy community of scholars Editor: Lisa Janicke Hinchliffe 2.1 Information literacy community Lisa Janicke Hinchliffe 2.2 American Association of School Librarians (AASL): Information literacy instruction in the school library community Elizabeth A. Burns 2.3 Association of College and Research Libraries (ACRL) Instruction Section Carrie Forbes 2.4 International Association of School Librarianship (IASL): Contributions to the maturation of information literacy disciplinarity Dianne Oberg and Jennifer Branch-Mueller 2.5 International Federation of Library Associations and Institutions (IFLA) Information Literacy Section Ning Zou 2.6 Library Instruction Round Table (LIRT) Mark Robison 2.7 Project Information Literacy (PIL) Alison J. Head and Barbara Fister 2.8 The Chartered Institute of Library and Information Professionals (CILIP) Information Literacy Group Jane Secker and Geoff Walton 2.9 United Nations Educational, Scientific and Cultural Organization (UNESCO) Media and Information Literacy Alliance Sheril HookSection 3: Tradition and history of inquiry Editor: John M. Budd 3.1 Tradition and history of inquiry John M. Budd 3.2 Association of College and Research Libraries’ (ACRL) Institute for Information Literacy (IIL) Sharon Mader 3.3 Critical information literacy: Pedagogy and historical emergence Annie Downey 3.4 Instructional standards and evaluation methodologies – US history Natalie Taylor 3.5 Medieval information literacy Andrew Whitworth * 3.6 National Forum on Information Literacy *Carrie Donovan and Urszula Lechtenberg 3.7 Paul G. Zurkowski: from launching information literacy in 1974 to co-founding the Universal Information Literacies Association (UiLA) global nonprofit in 2021 Jeffrey Kelly 3.8 The Prague Declaration and information literacy Maija-Leena Huotari and Anna Suorsa 3.9 Transdisciplinarity Faye Q. Miller 3.10 UNESCO's Impact on the media and information literacy community Jesus LauSection 4: Specific modes of inquiry Editor: Ellie Sayyad Abdi 4.1 Specific modes of inquiry: overview Ellie Sayyad Abdi 4.2 Anti-racism and information literacy: Frameworks for critical interrogation Nicole A. Cooke and Anastasia M. Collins 4.3 Autoethnography Sheila Webber 4.4 Grounded theory Mary Ann Harlan 4.5 Nexus analysis Noora Hirvonen and Anna-Maija Multas 4.6 Participatory design Chelsea Heinbach 4.7 Phenomenography Marc Forster 4.8 Phenomenology Anna Suorsa 4.9 Sociocultural theory Amanda L. Folk 4.10 Thematic analysis Karen F. Kaufmann 4.11 Theory of change: Impact evaluation for information literacy research and practice Dr Pamela McKinney and Amy C. Haworth 4.12 Threshold concepts Lori Townsend and Holly Surbaugh 4.13 Variation theory Clarence MaybeeSection 5: Information literacy and ethics Editor: William Badke 5.1 Information literacy and ethics – state of the art and paths to the future William Badke 5.2 Nurturing academic excellence: An exploration of academic integrity and information literacy Leeanne Morrow 5.3 Accessibility Amanda Rybin Koob 5.4 Antiracism Anita S. Coleman 5.5 Generative artificial intelligence and information literacy: Four ethical considerations Elias Tzoc and Chris Cox 5.6 Privacy literacy Sarah Hartman-Caverly and Alexandria Chisholm 5.7 Information literacy as the foundation for digital security André Filipe Rodrigues 5.8 Misinformation/disinformation: A global view in the 21st century Matthew N. HannahSection 6: Knowledge and curricula Editors: Karen F. Kaufmann and Clarence Maybee 6.1 Information literacy knowledge and curricula Syeda H. Shahid 6.2 Critical information literacy Eamon Tewell 6.3 Disciplinary information practices William Badke 6.4 Everyday life information literacy Andrew Demasson 6.5 Framework for information literacy: Creating habits of mind for an uncertain world Craig Gibson * 6.6 Higher education curricula, standards, and guidelines *Ellen Nierenberg 6.7 Information and digital literacy toolkits in higher education Konstantina Martzoukou 6.8 Information landscapes and information literacy epistemology Andrew Whitworth 6.9 Informed learning Clarence Maybee, Christine Susan Bruce, and Mary M. Somerville 6.10 Metaliteracy: a pedagogical model and influence for information literacy Katie Greer 6.11 Models in information literacy Hilary Hughes 6.12 Secondary education: an independent school perspective Evi Tramantza 6.13 Seven faces of information literacy Clarence Maybee, Christine Susan Bruce, and Mary M. Somerville * 6.14 Theory to practice: the praxis of information literacy – a reflective practice *Anne Whisken * 6.15 Workplace information literacy: Collaborative approaches to prepare students with research and information literacy competencies *Janine Lockhart and Elisha R. T. ChiwareSection 7: Communications networks Editors: Mathew Moyo and Sunaga Kazuyuki * 7.1 Information literacy communications networks: An overview *Mathew Moyo 7.2 Communications in Information Literacy (CIL) Andrea Baer and Christopher Hollister 7.3 European Conference on Information Literacy (ECIL) Serap Kurbanoğlu 7.4 Georgia International Conference on Information Literacy (GICOIL) Lisandra “Lisa” R. Carmichael * 7.5 International Conference on Information Literacy in Africa (ICIL-Africa) *Mathew Moyo 7.6 The Journal of Information Literacy (JIL) Jane Secker 7.7 LILAC: the Information Literacy Conference Jane Secker, Sam Aston, and Jess Haigh 7.8 Book publishing: Contributions, challenges, and opportunities Samantha LeGrand

Karen F. Kaufmann is Assistant Professor of Instruction in the School of Information, University of South Florida. She co-leads the Information Literacy is a Discipline (ILIAD) group with Clarence Maybee and is a 2017 Beta Phi Mu Eugene Garfield Doctoral Dissertation Fellowship recipient. She has previously co-authored Supporting Transfer Student Success: The Essential Role of College and University Libraries.Clarence Maybee is the Associate Dean for Learning, and the W. Wayne Booker Endowed Chair in Information Literacy at Purdue University Libraries and School of Information Studies. He is the director of the Institute for Information Literacy at Purdue, which supports research that explores the role of information literacy in addressing information challenges. He co-leads the Information Literacy is a Discipline (ILIAD) group with Karen F. Kaufmann. In 2019, he received the Librarian Recognition Award from the American Library Association. He has previously published IMPACT Learning: Librarians at the Forefront of Change in Higher Education.

What a rich foundation for researchers and practitioners to push the boundaries of information literacy as a discipline, aligning it with many others! The Information Literacy Handbook: Charting the Discipline, edited by Karen Kaufmann and Clarence Maybee, has all the elements to make it highly successful. With contributions from leading scholars worldwide, the book bridges theory, empirical research, and practice training to shape the discipline’s next directions.

• IntroductionSection 1: Information literacy – the discipline Editors: Karen F. Kaufmann and Clarence Maybee * 1.1 The Information Literacy Handbook: An orientation *Clarence Maybee and Karen F. Kaufmann 1.2 Information literacy: Framing the discipline Sheila Webber and Bill JohnstonSection 2: Information literacy community of scholars Editor: Lisa Janicke Hinchliffe 2.1 Information literacy community Lisa Janicke Hinchliffe 2.2 American Association of School Librarians (AASL): Information literacy instruction in the school library community Elizabeth A. Burns 2.3 Association of College and Research Libraries (ACRL) Instruction Section Carrie Forbes 2.4 International Association of School Librarianship (IASL): Contributions to the maturation of information literacy disciplinarity Dianne Oberg and Jennifer Branch-Mueller 2.5 International Federation of Library Associations and Institutions (IFLA) Information Literacy Section Ning Zou 2.6 Library Instruction Round Table (LIRT) Mark Robison 2.7 Project Information Literacy (PIL) Alison J. Head and Barbara Fister 2.8 The Chartered Institute of Library and Information Professionals (CILIP) Information Literacy Group Jane Secker and Geoff Walton 2.9 United Nations Educational, Scientific and Cultural Organization (UNESCO) Media and Information Literacy Alliance Sheril HookSection 3: Tradition and history of inquiry Editor: John M. Budd 3.1 Tradition and history of inquiry John M. Budd 3.2 Association of College and Research Libraries’ (ACRL) Institute for Information Literacy (IIL) Sharon Mader 3.3 Critical information literacy: Pedagogy and historical emergence Annie Downey 3.4 Instructional standards and evaluation methodologies – US history Natalie Taylor 3.5 Medieval information literacy Andrew Whitworth * 3.6 National Forum on Information Literacy *Carrie Donovan and Urszula Lechtenberg 3.7 Paul G. Zurkowski: from launching information literacy in 1974 to co-founding the Universal Information Literacies Association (UiLA) global nonprofit in 2021 Jeffrey Kelly 3.8 The Prague Declaration and information literacy Maija-Leena Huotari and Anna Suorsa 3.9 Transdisciplinarity Faye Q. Miller 3.10 UNESCO's Impact on the media and information literacy community Jesus LauSection 4: Specific modes of inquiry Editor: Ellie Sayyad Abdi 4.1 Specific modes of inquiry: overview Ellie Sayyad Abdi 4.2 Anti-racism and information literacy: Frameworks for critical interrogation Nicole A. Cooke and Anastasia M. Collins 4.3 Autoethnography Sheila Webber 4.4 Grounded theory Mary Ann Harlan 4.5 Nexus analysis Noora Hirvonen and Anna-Maija Multas 4.6 Participatory design Chelsea Heinbach 4.7 Phenomenography Marc Forster 4.8 Phenomenology Anna Suorsa 4.9 Sociocultural theory Amanda L. Folk 4.10 Thematic analysis Karen F. Kaufmann 4.11 Theory of change: Impact evaluation for information literacy research and practice Dr Pamela McKinney and Amy C. Haworth 4.12 Threshold concepts Lori Townsend and Holly Surbaugh 4.13 Variation theory Clarence MaybeeSection 5: Information literacy and ethics Editor: William Badke 5.1 Information literacy and ethics – state of the art and paths to the future William Badke 5.2 Nurturing academic excellence: An exploration of academic integrity and information literacy Leeanne Morrow 5.3 Accessibility Amanda Rybin Koob 5.4 Antiracism Anita S. Coleman 5.5 Generative artificial intelligence and information literacy: Four ethical considerations Elias Tzoc and Chris Cox 5.6 Privacy literacy Sarah Hartman-Caverly and Alexandria Chisholm 5.7 Information literacy as the foundation for digital security André Filipe Rodrigues 5.8 Misinformation/disinformation: A global view in the 21st century Matthew N. HannahSection 6: Knowledge and curricula Editors: Karen F. Kaufmann and Clarence Maybee 6.1 Information literacy knowledge and curricula Syeda H. Shahid 6.2 Critical information literacy Eamon Tewell 6.3 Disciplinary information practices William Badke 6.4 Everyday life information literacy Andrew Demasson 6.5 Framework for information literacy: Creating habits of mind for an uncertain world Craig Gibson * 6.6 Higher education curricula, standards, and guidelines *Ellen Nierenberg 6.7 Information and digital literacy toolkits in higher education Konstantina Martzoukou 6.8 Information landscapes and information literacy epistemology Andrew Whitworth 6.9 Informed learning Clarence Maybee, Christine Susan Bruce, and Mary M. Somerville 6.10 Metaliteracy: a pedagogical model and influence for information literacy Katie Greer 6.11 Models in information literacy Hilary Hughes 6.12 Secondary education: an independent school perspective Evi Tramantza 6.13 Seven faces of information literacy Clarence Maybee, Christine Susan Bruce, and Mary M. Somerville * 6.14 Theory to practice: the praxis of information literacy – a reflective practice *Anne Whisken * 6.15 Workplace information literacy: Collaborative approaches to prepare students with research and information literacy competencies *Janine Lockhart and Elisha R. T. ChiwareSection 7: Communications networks Editors: Mathew Moyo and Sunaga Kazuyuki * 7.1 Information literacy communications networks: An overview *Mathew Moyo 7.2 Communications in Information Literacy (CIL) Andrea Baer and Christopher Hollister 7.3 European Conference on Information Literacy (ECIL) Serap Kurbanoğlu 7.4 Georgia International Conference on Information Literacy (GICOIL) Lisandra “Lisa” R. Carmichael * 7.5 International Conference on Information Literacy in Africa (ICIL-Africa) *Mathew Moyo 7.6 The Journal of Information Literacy (JIL) Jane Secker 7.7 LILAC: the Information Literacy Conference Jane Secker, Sam Aston, and Jess Haigh 7.8 Book publishing: Contributions, challenges, and opportunities Samantha LeGrand

Karen F. Kaufmann is Assistant Professor of Instruction in the School of Information, University of South Florida. She co-leads the Information Literacy is a Discipline (ILIAD) group with Clarence Maybee and is a 2017 Beta Phi Mu Eugene Garfield Doctoral Dissertation Fellowship recipient. She has previously co-authored Supporting Transfer Student Success: The Essential Role of College and University Libraries.Clarence Maybee is the Associate Dean for Learning, and the W. Wayne Booker Endowed Chair in Information Literacy at Purdue University Libraries and School of Information Studies. He is the director of the Institute for Information Literacy at Purdue, which supports research that explores the role of information literacy in addressing information challenges. He co-leads the Information Literacy is a Discipline (ILIAD) group with Karen F. Kaufmann. In 2019, he received the Librarian Recognition Award from the American Library Association. He has previously published IMPACT Learning: Librarians at the Forefront of Change in Higher Education.

What a rich foundation for researchers and practitioners to push the boundaries of information literacy as a discipline, aligning it with many others! The Information Literacy Handbook: Charting the Discipline, edited by Karen Kaufmann and Clarence Maybee, has all the elements to make it highly successful. With contributions from leading scholars worldwide, the book bridges theory, empirical research, and practice training to shape the discipline’s next directions.

• IntroductionSection 1: Information literacy – the discipline Editors: Karen F. Kaufmann and Clarence Maybee * 1.1 The Information Literacy Handbook: An orientation *Clarence Maybee and Karen F. Kaufmann 1.2 Information literacy: Framing the discipline Sheila Webber and Bill JohnstonSection 2: Information literacy community of scholars Editor: Lisa Janicke Hinchliffe 2.1 Information literacy community Lisa Janicke Hinchliffe 2.2 American Association of School Librarians (AASL): Information literacy instruction in the school library community Elizabeth A. Burns 2.3 Association of College and Research Libraries (ACRL) Instruction Section Carrie Forbes 2.4 International Association of School Librarianship (IASL): Contributions to the maturation of information literacy disciplinarity Dianne Oberg and Jennifer Branch-Mueller 2.5 International Federation of Library Associations and Institutions (IFLA) Information Literacy Section Ning Zou 2.6 Library Instruction Round Table (LIRT) Mark Robison 2.7 Project Information Literacy (PIL) Alison J. Head and Barbara Fister 2.8 The Chartered Institute of Library and Information Professionals (CILIP) Information Literacy Group Jane Secker and Geoff Walton 2.9 United Nations Educational, Scientific and Cultural Organization (UNESCO) Media and Information Literacy Alliance Sheril HookSection 3: Tradition and history of inquiry Editor: John M. Budd 3.1 Tradition and history of inquiry John M. Budd 3.2 Association of College and Research Libraries’ (ACRL) Institute for Information Literacy (IIL) Sharon Mader 3.3 Critical information literacy: Pedagogy and historical emergence Annie Downey 3.4 Instructional standards and evaluation methodologies – US history Natalie Taylor 3.5 Medieval information literacy Andrew Whitworth * 3.6 National Forum on Information Literacy *Carrie Donovan and Urszula Lechtenberg 3.7 Paul G. Zurkowski: from launching information literacy in 1974 to co-founding the Universal Information Literacies Association (UiLA) global nonprofit in 2021 Jeffrey Kelly 3.8 The Prague Declaration and information literacy Maija-Leena Huotari and Anna Suorsa 3.9 Transdisciplinarity Faye Q. Miller 3.10 UNESCO's Impact on the media and information literacy community Jesus LauSection 4: Specific modes of inquiry Editor: Ellie Sayyad Abdi 4.1 Specific modes of inquiry: overview Ellie Sayyad Abdi 4.2 Anti-racism and information literacy: Frameworks for critical interrogation Nicole A. Cooke and Anastasia M. Collins 4.3 Autoethnography Sheila Webber 4.4 Grounded theory Mary Ann Harlan 4.5 Nexus analysis Noora Hirvonen and Anna-Maija Multas 4.6 Participatory design Chelsea Heinbach 4.7 Phenomenography Marc Forster 4.8 Phenomenology Anna Suorsa 4.9 Sociocultural theory Amanda L. Folk 4.10 Thematic analysis Karen F. Kaufmann 4.11 Theory of change: Impact evaluation for information literacy research and practice Dr Pamela McKinney and Amy C. Haworth 4.12 Threshold concepts Lori Townsend and Holly Surbaugh 4.13 Variation theory Clarence MaybeeSection 5: Information literacy and ethics Editor: William Badke 5.1 Information literacy and ethics – state of the art and paths to the future William Badke 5.2 Nurturing academic excellence: An exploration of academic integrity and information literacy Leeanne Morrow 5.3 Accessibility Amanda Rybin Koob 5.4 Antiracism Anita S. Coleman 5.5 Generative artificial intelligence and information literacy: Four ethical considerations Elias Tzoc and Chris Cox 5.6 Privacy literacy Sarah Hartman-Caverly and Alexandria Chisholm 5.7 Information literacy as the foundation for digital security André Filipe Rodrigues 5.8 Misinformation/disinformation: A global view in the 21st century Matthew N. HannahSection 6: Knowledge and curricula Editors: Karen F. Kaufmann and Clarence Maybee 6.1 Information literacy knowledge and curricula Syeda H. Shahid 6.2 Critical information literacy Eamon Tewell 6.3 Disciplinary information practices William Badke 6.4 Everyday life information literacy Andrew Demasson 6.5 Framework for information literacy: Creating habits of mind for an uncertain world Craig Gibson * 6.6 Higher education curricula, standards, and guidelines *Ellen Nierenberg 6.7 Information and digital literacy toolkits in higher education Konstantina Martzoukou 6.8 Information landscapes and information literacy epistemology Andrew Whitworth 6.9 Informed learning Clarence Maybee, Christine Susan Bruce, and Mary M. Somerville 6.10 Metaliteracy: a pedagogical model and influence for information literacy Katie Greer 6.11 Models in information literacy Hilary Hughes 6.12 Secondary education: an independent school perspective Evi Tramantza 6.13 Seven faces of information literacy Clarence Maybee, Christine Susan Bruce, and Mary M. Somerville * 6.14 Theory to practice: the praxis of information literacy – a reflective practice *Anne Whisken * 6.15 Workplace information literacy: Collaborative approaches to prepare students with research and information literacy competencies *Janine Lockhart and Elisha R. T. ChiwareSection 7: Communications networks Editors: Mathew Moyo and Sunaga Kazuyuki * 7.1 Information literacy communications networks: An overview *Mathew Moyo 7.2 Communications in Information Literacy (CIL) Andrea Baer and Christopher Hollister 7.3 European Conference on Information Literacy (ECIL) Serap Kurbanoğlu 7.4 Georgia International Conference on Information Literacy (GICOIL) Lisandra “Lisa” R. Carmichael * 7.5 International Conference on Information Literacy in Africa (ICIL-Africa) *Mathew Moyo 7.6 The Journal of Information Literacy (JIL) Jane Secker 7.7 LILAC: the Information Literacy Conference Jane Secker, Sam Aston, and Jess Haigh 7.8 Book publishing: Contributions, challenges, and opportunities Samantha LeGrand