Library instruction and information literacy 2025

Abstract

Purpose: This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing study populations, results and research contexts. The compiled bibliography serves as a valuable resource for academic librarians, library science students and researchers interested in understanding current developments in library instruction, particularly within the context of IL in various settings. Design/methodology/approach: This paper annotates 403 English-language periodical articles, and theses on library instruction and IL published in 2025. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses and independent journal searches due to the reduction of journals indexed in ERIC. Sources selected were published in 2025 and included the terms “information literacy,” or “library instruction” in the title, subject terms or author-supplied keywords. Each source was annotated then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography adeptly. Findings: The paper provides a brief description of 403 sources from 228 unique publications and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided such as country affiliation and institutional Carnegie classification. Originality/value: The information is primarily of use to academic librarians, researchers and anyone interested as a convenient and comprehensive reference to literature on library instruction and IL published within 2025.