Abstract Building on a solid decade of original research into students’ information practices in the digital age, Project Information Literacy (PIL) launched a series of essays in 2021. Each essay makes an argument grounded in research, posing a question for the future: What haven’t we considered as the information landscape grows more complex? What new directions in information literacy and higher education should we be exploring? What fundamental aspects of student experiences with navigating information spaces have we overlooked? What fresh ideas can we surface to inspire librarians, educators, researchers, journalists, and policy-makers?
Reaching beyond any one discipline or, indeed, any singular notion of what “literacy” means today in all of its manifestations, each of these essays offers new insights, drawing from scholarship and the flow of current events, to provoke thought and conversation among practitioners and across boundaries. As with all PIL publications, the essays in this series are open access to encourage sharing and discussion. Ultimately, the goal is to improve teaching and learning while suggesting new avenues for inquiry and experimentation.
License All materials for Provocation Series are made available under a Creative Commons (CC) license of “CC BY-NCSA 4.0.” This license allows others to share, copy, adapt, and build upon the materials non-commercially, as long as the source — Project Information Literacy — is credited and users license their new creations under the identical terms.
