Content area
This narrative review examines the thematic content and evolution of information literacy textbooks published between 2005 and 2022. Analyzing sixteen textbooks, it explores two themes: the research process and conceptual foundations of information literacy. The research process theme highlights the procedural aspects of conducting library research, delineating the steps from topic selection to presentation. The conceptual foundations of IL theme reveals a discrepancy in how textbooks address the broader conceptual underpinnings of information literacy, particularly the context of a rapidly changing information society. This review highlights the focus on practical skills and the relative lack of discussions on broader contexts in which these skills are applied. The findings suggest a need for textbooks to provide a more comprehensive approach, integrating deeper conceptual understanding and critical awareness of how information systems operate within technological, societal, and political frameworks. This holistic perspective is crucial for preparing learners to navigate contemporary information challenges.
Abstract
This narrative review examines the thematic content and evolution of information literacy textbooks published between 2005 and 2022. Analyzing sixteen textbooks, it explores two themes: the research process and conceptual foundations of information literacy. The research process theme highlights the procedural aspects of conducting library research, delineating the steps from topic selection to presentation. The conceptual foundations of IL theme reveals a discrepancy in how textbooks address the broader conceptual underpinnings of information literacy, particularly the context of a rapidly changing information society. This review highlights the focus on practical skills and the relative lack of discussions on broader contexts in which these skills are applied. The findings suggest a need for textbooks to provide a more comprehensive approach, integrating deeper conceptual understanding and critical awareness of how information systems operate within technological, societal, and political frameworks. This holistic perspective is crucial for preparing learners to navigate contemporary information challenges.
Keywords: information literacy, textbooks, undergraduates, research process, information society, narrative review
Mapping Out Information Literacy: A Textbook Review
Library instruction has expanded from bibliographic instruction to comprehensive information literacy (IL) programs in recent decades. Ariew (2014) chronicled this shift, highlighting how librarians have moved from focusing on the mechanics of accessing library collections to teaching more complex ways of thinking about and practicing information skills for lifelong learning. This change has been driven by rapid technological advancements that have changed the information playing field.
In the present context, where public trust in experts is declining (Lenker, 2023) and emerging artificial intelligence technologies can quickly generate disinformation and reinforce harmful biases (Barman et al., 2024; Noble, 2018), IL remains an indispensable tool because it empowers people to critically evaluate information and make informed, responsible decisions that benefit society (Frau-Meigs, 2024). However, IL sits in a paradox: it is widely acknowledged as essential, yet the methods for effectively teaching these skills and concepts remain inconsistent across higher education (Julien et al., 2018).
Only 19% of surveyed institutions in the U.S. reported offering credit-bearing IL courses (Cohen et al., 2016). Instead, "one-shot" instruction continues to be the prevalent model, often due to institutional constraints such as time and the number of students served. However, many librarians have expressed great interest in teaching credit courses, which, while less common, are regarded as more effective for teaching critical thinking and higherlevel information skills (Yearwood et al., 2015). Textbooks, often designed for sustained engagement with IL, offer a more comprehensive snapshot of the full range of IL concepts being taught. By examining IL textbooks, this review seeks to better understand how librarians define and frame their instructional boundaries, asking the following questions:
* How have IL textbooks evolved in their thematic focus over the past two decades?
* What aspects of IL are commonly featured and what aspects are de-emphasized or omitted?
While Hicks and Lloyd (2021) insightfully explored the inward and outward facing narratives that shape IL across higher education, comprehensive reviews focusing on how these narratives are embedded within IL teaching tools, such as textbooks, remain scarce. This narrative review aims to map out the contours of IL as presented in textbooks, examining their evolution and alignment with professional guidelines, and proposes directions for future developments.
Methods
Narrative overviews effectively consolidate a range of works to provide a comprehensive understanding of a topic (Green et al., 2006). This study employs a narrative review of IL textbooks to synthesize literature without quantitative methods, allowing a flexible approach for critically evaluating previous works and tracing IL development over time (Bourhis, 2017).
In the fall of 2023, the author identified titles using variations of the search: (("information literacy" OR "digital literacy") AND (textbook OR handbook)). The author conducted searches in the WorldCat database and OER Commons, as well as directly through publisher websites including Libraries Unlimited, the American Library Association, and Rowman & Littlefield. Finally, the author also searched Library, Information Science & Technology Abstracts (LISTA), Library and Information Science Abstracts (LISA), and Google Scholar to discover any mentions of textbooks in other sources. The author included sixteen textbooks published between 2005 and 2022, as no relevant textbooks appeared in the search results before 2005.
The author used the search terms "information literacy" and "digital literacy" because the distinction between various interrelated literacies has become increasingly blurred as technologies have converged. Consequently, numerous literacies intersect and overlap. Wuyckens et al. (2022) highlighted the challenges and varied approaches to defining these literacies. For example, smartphones are commonly used to access news, which requires readers to engage with media literacy, digital literacy, and information literacy. Depending on disciplinary context, there are differing opinions about what term to use, and which related terms are considered subsets (Bawden, 2001; Jaeger et al., 2012; Julien, 2019; Koltay, 2011).
For this article, the author generally uses the term "information literacy" and views digital literacy as an inseparable component of IL. The author's perspective on IL aligns with Townsend et al.'s (2016) definition, which emphasizes "competence in working with systems of information to discover, evaluate, manage, and use information effectively in context, informed by an understanding of the social, political, cultural and economic dimensions that affect the creation and dissemination of information within those systems" (p.33). This definition establishes a foundation that the author used to examine how IL is presented in textbooks.
The author included both textbooks and handbooks due to their similarities in content and approach, collectively referring to them as "textbooks" in this review. These texts target university undergraduate audiences, encompassing both general and discipline-specific students. The author excluded IL textbooks designed for librarians, campus partners, and graduate library students; a subset previously explored by other researchers (Fluk, 2015; Hicks & Lloyd, 2021). The study focused on English-language textbooks to avoid the challenges and potential inaccuracies of translation.
For the analysis, the author employed a thematic approach, reviewing each textbook to identify key concepts and approaches in teaching IL. In line with the methods recommended by Green et al. (2006), the author read each textbook thoroughly and took detailed notes on the purpose of each book, including a summary and a critical appraisal of its contents. These notes were then organized into a spreadsheet to categorize major areas of agreement and overlap in content. Using this approach, the author developed thematic categories such as pre-research planning, topic development, and digital citizenship. Through an iterative process of grouping and reorganizing, two major themes emerged, highlighting the core areas of focus in IL textbook instruction: the research process and conceptual foundations of IL.
This narrative review has methodological limitations that provide important contextualization to the findings. First, a narrative review, as a method for studying textbooks rather than published studies, is not typical. However, textbooks, as the body of literature under study, allowed the author to assess how librarians implement IL pedagogy directly. Further, the selection process of the textbooks was not systematic. While efforts were made to include a diverse range of textbooks, the identification of these texts may not encompass the entire breadth of IL textbooks. Another limitation is the English language restriction, excluding a potentially rich body of work in other languages. Additionally, the thematic analysis employed in this study is inherently subjective. The categorization and interpretation of key concepts and approaches are influenced by the author's perspectives and understanding of IL.
Results
Overview of Selected Textbooks
This review includes a selection of IL textbooks published over an extended period that spans before and after the adoption of the Association of College and Research Libraries (ACRL, 2015) Framework for Information Literacy for Higher Education, shedding light on how textbooks have incorporated shifting attitudes about skills-based IL and core ideas about information. For a detailed comparison of the textbooks, including authors, publication dates, titles, content focus, and grounding in professional or theoretical frameworks, see Appendix.
Nearly all the textbooks were authored by librarians or LIS professionals, and sometimes librarians co-authored textbooks with disciplinary faculty. Except for one, all textbooks originated in the United States, with only two (Bernnard et al, 2014; Bobkowski & Younger, 2018) being published open access. Structurally, most of the textbooks follow a similar pattern, containing topical chapters organized around key concepts in library instruction. Notably, three textbooks (Bodden, 2013; Sullivan & Critten, 2014; Upson et al., 2015) deviate from the traditional format by incorporating visual elements-an illustrated guide, a graphic novel, and a videogame textbook.
The intended use of these textbooks varied from supporting credit courses (Badke, 2021a; Bobkowski & Younger, 2018; Bothma et al., 2008; Carillo, 2022; Knott, 2016; List-Handley, 2005; Wilson, 2018) to acting as standalone guides for students conducting library research (George, 2008; Lenburg, 2005; List-Handley, 2005; McAdoo, 2015). Many times, it was challenging to discern a specific use without an author's note. In these instances, the textbooks appeared to be flexible and could have multiple use cases, including serving as supplementary teaching aids for library instruction sessions.
Two main themes emerged from the analysis. The first theme, the research process, encompasses the following thematic categories: pre-research, inquiry, library instruction, source evaluation, and using information. The second theme, conceptual foundations of IL, deals with what information is and how it works. This theme includes three thematic categories: mental models of information, source types and information formats, and information systems, specifically looking at the World Wide Web and Wikipedia. Figure 1 provides a visual representation of the relationship between these two themes, depicted as circles with their corresponding thematic categories listed around each. The research process theme is nested within the conceptual foundations of IL theme to illustrate its role as a more specific component within the broader framework of IL.
The Research Process
The central theme identified across the textbooks is the focus on the research process, which emphasizes the procedural side of IL as it pertains to a college-level research project. These texts commonly guide students through the iterative steps of understanding the assignment and developing research questions, searching, source evaluation, organizing and synthesizing information, and ultimately, presenting their findings. Essentially, these textbooks offer students a blueprint for navigating their research papers.
Pre-Research
Several textbooks outline preliminary work helpful in grounding successful research, like recognizing an information need and planning a project. Many textbooks outline common components of a research assignment, prerequisite skills required, and guidance on crafting a research plan, including timelines and checklists, and some also highlight emotional aspects of research (George, 2008; McAdoo, 2015). As an example of an affective preresearch strategy, Badke (2021a) equips students with motivational guidance to ensure they approach their research with the right mindset and a clear understanding of what research is and is not.
Inquiry
Inquiry involves topic development, crafting research questions, and forming thesis statements. Many textbooks address how traditional research assignments task students with choosing their own topics, thereby integrating the process of inquiry into their research experience. Some textbooks offer support by encouraging students to explore their identities and interests to produce meaningful research. They recommend brainstorming techniques such as freewriting, concept mapping, cubing, and using an idea generator to facilitate the process (Alewine & Canada, 2017; George, 2008; McAdoo, 2015). Others discuss the strategy of browsing to define a topic and specifically suggest consulting reference materials and building a working knowledge of a topic in order to ask research questions (Badke, 2021a; Bodden, 2013; George, 2008; List-Handley, 2005). Textbooks generally remind students to consider the type of questions they pose (open vs. closedended) as well as the scope of their topic, specifically the feasibility of their research based on the availability of topically relevant information that aligns with assignment requirements.
Library Instruction
Traditional library instruction focuses on navigating academic information systems and outlining library services. A few textbooks (Bobkowski & Younger, 2018; Carillo, 2022), downplay this emphasis on navigating library information, while Knott (2016) focuses exclusively on searching databases. Generally, searching is extensively covered, accompanied by screenshots to guide students in locating and accessing information. Discussions often extend to the use of classification systems, controlled vocabularies, hierarchies, subject terms, and thesauri.
In addition to technical instruction, some textbooks, such as Lanning & Gerrity (2023), address library anxiety directly, offering strategies to mitigate these feelings. Similarly, Badke (2021a) provides guidance on mental preparation to tackle potential challenges encountered during library searches. Many IL textbooks also highlight human interaction and support in the library (Bodden, 2013; George, 2008; Lanning & Gerrity, 2022; McAdoo, 2015; Wilson, 2018). These texts depict librarians as skilled information experts who help without judgment, serving as impartial advisors not involved in the grading process. This guidance reinforces the library's social role as a supportive environment for developing information skills.
Source Evaluation
Source evaluation tasks students with the responsibility of deciding which information is trustworthy and useful in their research. This task has become increasingly complex due to the sheer amount of information available, as noted by several texts (Badke, 2021a; Bodden, 2013; List-Handley, 2005; McAdoo, 2015; Upson et al., 2015). To cope with these realities, textbooks offer checklists and questions to assist students in evaluating the trustworthiness and utility of sources for their research.
Source evaluation is often described as a multi-step process, where students first assess the relevance and appropriateness of sources for their academic projects (Bothma, 2008; George, 2008; Knott et al., 2016; Upson et al., 2015). Students are also encouraged to evaluate how a source contributes evidence or offers a balanced perspective to an overall project. The process often extends to understanding different information formats, teaching students to recognize and select the most suitable format for their needs.
Following an initial evaluation of relevance and source suitability, the other focus is finding credible information. Although the well-known CRAAP Test (Meriam Library, 2010) is not explicitly taught, its essence is reflected in the textbooks through the emphasis on common criteria like currency, authority, accuracy, and bias. Textbooks often advise students to verify an author's expertise and fact-check or cross-reference for accuracy (Bernnard, 2014; Bodden, 2013; Bothma, 2008; Lanning & Gerrity, 2022; Lenburg, 2005; Upson et al., 2015; Wilson, 2018). With a few exceptions (Badke, 2021a; Bobkowski & Younger, 2018), source evaluation is laid out in simple bullet points without deeper consideration.
Using Information
Rounding out the research process theme, textbooks typically guide students on how to effectively use the information they have gathered. This includes a focus on managing and organizing information, which is often intertwined with the ethical aspects of information use, emphasizing academic integrity. Some textbooks feature condensed style guides that introduce the essentials of citation construction (Bothma, 2008; Tunney et al., 2018). A significant emphasis in nearly every book is placed on understanding plagiarism, with sections dedicated to outlining its consequences.
Beyond ethical considerations, some texts support students by offering reading strategies and guidance on interpreting evidence, synthesizing, and writing. McAdoo (2015) discusses skimming, while Badke (2021a) offers advice to reduce the cognitive load of reading scholarly works. Lanning and Gerrity (2023) suggest summary tables or synthesis matrix tools to help students transition from focusing on individual sources to identifying overarching thematic ideas.
George (2008) explores the emotional aspects of engaging with information, noting the experience of an "aha" moment and describing it as "a peak intellectual experience" (p. 150). While the reviewed textbooks offer a variety of approaches to managing and using sources, many of these strategies extend well beyond traditional library instruction, overlapping with the responsibilities often associated with writing centers or tutoring services.
Conceptual Foundations of IL
The textbooks largely adhere to a consistent pattern guiding students through the research process. In contrast, when it comes to explaining the nature of information and how it traverses vast networks of actors and systems with impacts to society, there is a notable lack of consensus about what to include and to what extent these topics should be covered, if at all. The absence of a conceptual, more holistic treatment of IL, one which extends beyond a research paper, forms the second theme in the review.
There are glimpses into the abstract underpinnings of information literacy within these textbooks. A couple textbooks open by asking foundational questions about information itself. Lanning and Gerrity (2022) offer a definition of information concerned with processing data into meaningful information. List-Handley (2005) offers a broad definition of information as any communicated or recorded ideas distributed formally or informally. Similarly, only a few textbooks conceptually consider organization and what it means to organize information that supports human interactions (Glushko, 2013). To be clear, nearly all textbooks approach the idea of organizing information but framed in specific terms of how the library organizes academic information or how students can organize sources for a paper. Badke (2021a) and Upson et al. (2015) offer an exception by providing a brief history of oral tradition, the development of written language, the printing press, literacy, gatekeepers, publishing, and the internet. These examples, however, are exceptions rather than the norm, and often, discussions about the nature of information are folded into discussions of the research process without deeper exploration.
Mental Models of Information
In the realm of IL, spatial metaphors, such as the information landscape, are used to help conceptualize abstract ideas about information and its organization, behavior, and interrelationships. Metaphors support an understanding of fundamental principles and concepts that underlie the nature and use of information. This played out among many of the reviewed textbooks. Badke (2021a) uses a metaphor of "information fog," to contextualize IL in a rapidly changing online information ecosystem, explaining the fog as a disrupted point in history that we are living through in terms of information revolutions and how we trust information. Knott (2016) includes a chapter titled "A Map of the Information World," which distinguishes terms like "database" from "database vendors" and "publishers." Alewine and Canada (2017) examine research through the analogy of detective work. Upson et al. (2015) literally visualize their journey through the information universe in their graphic novel. Employing metaphors offers an engaging approach to building clarity and meaning in the abstract aspects of information.
Source Types and Information Formats
Nearly all the textbooks include sections that define, breakdown, and clarify formats or source types, explaining why students might choose a particular format for specific research needs. McAdoo (2015) outlines advantages and disadvantages of accessing different formats and mediums of information, comparing scholarly journals and popular magazines by their purpose, appearance, and attribution practices. Other textbooks devote entire sections to explaining source types such as through including chapters on books, government information, statistics, etc. (Alewine & Canada, 2017; Bobkowski & Younger, 2018; Lenburg, 2005).
This detailed attention to source types aligns with the ACRL Framework's "Information Creation as Process" frame, which emphasizes that information creation is a process that impacts the messages it conveys. The textbooks' focus on source types teaches students how to identify and select appropriate sources based on their academic research needs. It also sets the stage to discuss the dynamic nature of information creation and dissemination. By understanding the distinctions between different information sources and formats, students can learn to navigate the complex landscape of information outside of the library. This invites further exploration into how IL textbooks can be expanded to include more comprehensive discussions of format in the digital age.
Information Systems: The World Wide Web
Arguably the largest information system that people use in day-to-day life, the web demands the attention of anyone learning or teaching about IL. Nearly all the reviewed textbooks carved out some space to consider the web. On one end of the spectrum, George (2008) scarcely mentions the web except to warn against its use in academic research. Bodden (2013) and Upson et al.'s (2015) approach is less restrictive and simply informs young scholars that they cannot find everything on the internet. Knott's (2016) approach centers government information as the motivator to use the web. Older textbooks provide guidance on search engines like Alta Vista or other outdated tools like subject gateways (Bothma, 2008; Lenburg, 2005). More recent textbooks offer tips and tricks, like lateral reading, for Google and Google Scholar (Badke, 2021a; Bobkowski & Younger, 2018; Carillo, 2022). Nearly all the textbooks' treatment of the web serves as a point of comparison to the library, like a concession that the authors recognize students will be using the internet in addition to the library.
Many textbooks refer to information overload to underscore the value of IL with techniques to help students manage an otherwise overwhelming amount of information. Upson et al. (2015) provide a particularly excellent treatment of information overload, visualizing information as a small trickle of water in early human history which grows into a vast ocean as the narrative continues into the present day. List-Handley (2005) also highlights the dramatic historical shift in how humans organize information, noting the exponential growth of information in the 20th century. Alongside the surge in information, textbooks discuss the role of algorithms that now filter and prioritize information. Upson et al. (2015) allude to algorithmic information systems when explaining how people "used to have to go to the information [...] Now, more than ever, the information comes to us" (р. 7). Carillo (2022) has a chapter, "Understanding Filters and Algorithms, Bots, and Visual Manipulation," that introduces these concepts at a high level including their risks and impacts to society. These authors zoom out from the narrow focus on completing a research assignment to helping students to understand the systems that create, store, disseminate, and use information more broadly.
Information Systems: Wikipedia
Extending Knott's (2016) information map metaphor, Wikipedia has emerged as a notable landmark within the expansive online infoscape; it is a full-fledged information system unto itself. Unlike other sources typically discussed neutrally in IL textbooks, Wikipedia often carries a cautionary note. Its reception in academic and library circles has been mixed, often reflecting a sense of apprehension, as highlighted by Alewine and Canada (2017), who advise readers to "be wary of Wikipedia" (pp.205-206). Bobkowski and Younger (2018), provide a nuanced perspective, evaluating Wikipedia's value within communication and journalism. They recognize Wikipedia as a tertiary source in a field that prioritizes primary sources but acknowledge its utility in background research when articles are wellreferenced. Furthermore, they explore the educational potential of Wikipedia, suggesting that students can engage with the scholarly community by contributing as editors. This perspective aligns with Soito's (2017) view on the educational advantages of Wikipedia, emphasizing its role in fostering access to high-quality information and supporting scholarly contribution. Despite prevailing skepticism in IL textbooks, Wikipedia is increasingly used to teach IL and signals a need for a deeper exploration of its educational value and its potential role in IL (Caulfield & Wineburg, 2024).
Discussion
This review reveals that IL textbooks predominantly focus on library research skills, such as locating, evaluating, and using information for college assignments. While some topics, like library instruction, are treated in detail, others, such as source evaluation, are oversimplified. While foundational research skills are essential, they represent only one aspect of IL. The ACRL Framework seeks to broaden this by introducing more conceptual elements of IL education, yet textbooks have been slow to incorporate these ideas.
Although five textbooks explicitly credit the Framework (Alewine & Canada, 2017; Badke, 2021a; Bobkowski & Younger, 2018; Lanning & Gerrity, 2022; Upson et al., 2015), it is surprising that they have not dedicated more attention to these core concepts. One reason for this gap may be the inherent difficulty in teaching IL conceptually. As Badke (2021b) reflected, "Information literacy is a difficult concept for most academics. How can anyone speak intelligently about information itself as a topic of discussion? Information is an abstraction that appears impossibly vague, only really making sense when we are speaking about content." (p. 31). This challenge likely contributes to the focus on concrete tasks like conducting library research.
Similarly, while several textbooks assert that IL can empower individuals as lifelong learners who make sound decisions for their personal well-being and contribute positively to their communities, they often confine discussions of societal implications to brief mentions in introductions or conclusions (Alewine & Canada, 2017; Bernnard, 2014; Bothma, 2008; Carillo, 2022; Lanning & Gerrity, 2022). This suggests that while the field recognizes the need for a deeper understanding of how information impacts the world, these perspectives have yet to be meaningfully integrated into textbooks.
This narrow focus on the research process reflects a broader challenge in how librarians are frequently positioned as service providers, fulfilling faculty requests rather than working as equal partners in the educational process. Bowles-Terry and Donovan (2016) argued that the dominance of the one-shot instruction model illustrates how librarians are often constrained to provide quick, practical instruction rather than engaging in deeper, more conceptual teaching. Pagowsky (2021) suggested this service-oriented approach is rooted in power dynamics that reinforce the limited instructional role of librarians, emphasizing transactional rather than transformative teaching practices.
This review also highlights a gap in IL education as it pertains to technological advancements. Interestingly, the term "digital literacy" has gained prevalence in textbooks over time. However, this term primarily pertains to discussion of authoring tools and students as information creators. Earlier textbooks, while not extensively using the term "digital literacy," laid the groundwork by focusing on using email, spreadsheets, and word processing applications (List-Handley, 2005). Recent textbooks have updated this technology skills approach to include discussions of students creating multimodal projects in digital spaces (Carillo, 2022). While these competencies are valuable, they remain distinct from more complex IL challenges posed by the digital world, such as algorithmic literacy. For instance, Project Information Literacy's findings indicated that students are aware of the algorithmic influences on their information intake but struggle to fully grasp their implications (Head et al., 2019). This underscores the need for IL education to expand beyond digital literacy to address the social and technological forces shaping information flows.
Despite these challenges, there is growing momentum in the field toward reevaluating and potentially transforming stagnant or problematic aspects of IL education. For example, librarians have critiqued outdated notions of research (Townsend et al., 2023), calling for reflection on the assumptions underlying IL instruction and presenting an opportunity for a refresh. For example, instead of viewing plagiarism as theft-a perspective pervasive among the textbooks-future teaching materials could adopt a more empathetic and nuanced approach, seeing citation practices as integral to the scholarly conversation (The Ohio State University Libraries, 2024). By critiquing these outdated perspectives, librarians can foster a more inclusive and realistic understanding of the research process.
To succeed in college, students need to understand the mechanics of how the library works, but this knowledge alone is insufficient. To effectively engage with the world today, they also need to comprehend how information functions and impacts society (Fister, 2021). Future IL textbooks, and other non-textbook teaching materials, need to reassess how foundational information skills are taught. By doing so, librarians can ensure that learners are equipped to handle academic challenges and engage with broader societal issues posed by the information age.
Limitations
This study examined IL as presented in textbooks only. In established disciplines, textbooks serve as authoritative, stable, even formulaic introductions to the discipline's dominant paradigms (Manza et al., 2010). IL is arguably different. Some scholars have recognized IL as a discipline (Maybee et al., 2023) while others have regarded it as a cross-disciplinary framework of competencies (Mackey & Jacobson, 2017). This distinction is crucial as it implies that textbooks might not fully reflect the breadth and depth of IL education. Textbooks represent one of many tools that librarians and educators employ for IL instruction, with many preferring a variety of other resources and methods that this review did not address.
Further, many librarians may not have the option to use textbooks due to institutional constraints, time limitations, or the limited autonomy associated with the one-shot instructional model, which often restricts the development of programmatic instruction necessary for fostering critical thinking (Bastone & Clement, 2022; Nataraj & Ibarra Siqueiros, 2022; Pho et al., 2022). As a result, while this study offers a detailed examination of IL as presented in textbooks, it cannot generalize its findings to broader teaching practices in librarianship.
Finally, this study was conducted just before the release of Caulfield and Wineburg's (2023) influential IL handbook. The impact of Caulfield's SIFT model and Wineburg's lateral reading technique on the field cannot be overstated, as librarians increasingly move away from traditional checklists like CRA AP. Bobkowski and Younger (2018) and Carillo (2022) have already integrated these methods into their texts. This overlap in content led to the author's decision not to retroactively adjust the data to include Caulfield and Wineburg's (2023) handbook. It's worth noting that this text exemplifies a shift away from librarycentric instruction, focusing instead on the broader realm of internet media. Though not written by librarians, it has been widely adopted by them, signaling significant changes in IL instruction as librarians continue to navigate evolving challenges in the digital age.
Conclusion
While research skills are important, this review underscores the need to adopt a broader approach that equips students beyond research paper success. Many recent textbooks have yet to fully integrate these broader concepts, missing the opportunity to deeply engage students with the critical thinking needed to navigate today's complex information landscape.
Overcoming barriers to achieving this is not straightforward. Librarians face challenges ranging from institutional structures in higher education that limit their capacity to teach IL to inadequate pedagogical preparation for instructional librarians (Valenti & Lund, 2021). However, for those in positions to influence IL instruction, whether through teaching credit-bearing courses or authoring textbooks, there is an opportunity to advance the field by incorporating broader, conceptual perspectives and making their work openly accessible for the benefit of the profession. Even smaller steps in this direction, like instruction materials repositories (e.g., the ACRL Sandbox), webinars, and communities of practice where librarians can explore less-charted IL territory, can contribute to shaping a futureoriented IL education.
Acknowledgments
I appreciate the support and feedback from my colleague, Glenn Koelling, as well as the CIL peer reviewers and editors, whose detailed reviews and suggestions were crucial in the development of this manuscript. I would also like to thank my sibling, Kayla Russo, for being another set of eyes and providing feedback.
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