Information Literacy in the Digital Age: What is Being Taught in Library and Information Science Programs?

In an era characterized by the rapid spread of digital information and increasing concerns over misinformation and disinformation, information literacy has become a crucial skill for library and information science (LIS) students. This study examines how American Library Association (ALA) accredited LIS programs are addressing the evolving landscape of information literacy and related literacies, such as digital literacy, media literacy, and technology literacy, through course offerings. By conducting a thematic and cluster analysis of course descriptions from 64 LIS programs, we identify the scope and structure of these literacies within LIS curricula. Our findings reveal that, while 83% of programs offer at least one course in information literacy or a related field, there is considerable inconsistency in terminology and course structuring. Cluster analysis further highlights the interconnected nature of various literacies, with information literacy serving as a foundational concept that encompasses multiple specialized forms of literacy. This study underscores the need for a more cohesive and standardized approach to teaching information literacy in LIS education. We propose a framework that consolidates these literacies under the broader concept of information literacy, reducing conceptual ambiguity and strengthening LIS programs’ role in preparing future library and information professionals to navigate and lead in an increasingly complex digital information environment.