{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://ualberta.aviaryplatform.com/iiif/2j6833pz6f/manifest","type":"Manifest","label":{"en":["2026 FIP Conference Panel 3 - Interrogating Authority in Information Literacy and Online Environments"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/128/original/UA_Logo_WHT_RGB_%281%29.png?1725471982","metadata":[{"label":{"en":["Description"]},"value":{"en":["\u003cp\u003e\u003cstrong\u003ePresentation 1 title: \u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“The Perceptions of Emerging Information Professionals on their AI Use and Critical Thinking” (Amy Lim)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 1 abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“The role of information professionals (i.e. librarians) is to assist with information literacy, quality, and access. Given the emergence of generative AI tools, information professionals need to be proficient in their use and their ability to critically evaluate the information outputs of these tools. The objective of my research study was to assess if library and information studies students are equipped to deal with the implications of AI in the higher education landscape. This presentation will discuss the preliminary findings of a survey conducted in November 2025 regarding information professionals’ perceptions of their AI use on their own critical thinking skills and ability to assist library users with AI tools.”\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 2 Title:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“Authority in Information Literacy” (Ethan Tonack)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 2 Abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“Post-truth and misinformation have been identified as key contemporary societal issues. Information literacy (IL) is one of the key ways that librarianship engages with these issues, and the ACRL Framework for Information Literacy for Higher Education (the Framework) represents the major guiding document on IL for North American librarianship. Authority is one of the most prominent concepts in the Framework, with its own frame (the Authority Frame or AF) and it is also a concept often invoked in discussions around post-truth and misinformation. However, there remains a debate in librarianship over how to define the concept of authority. The AF’s definition has widely been interpreted as constructionist, and while many in the field accept this definition, there is also vocal disagreement. The Framework’s concept of authority has further been problematized as epistemologically confusing, as well as not going far enough to critically account for power relations and the reality of oppression of marginalized groups. The goal of this research is to work towards a more rigorous understanding of authority in librarianship. The proposed methods include analysis of the AF through critical discourse analysis (CDA) as well as drawing on theoretical work on authority from other disciplines, such as sociology. Norman Fairclough’s approach to CDA has been identified as a methodology by which to analyze the AF, and the work of sociologist Anthony Giddens on authority and related concepts has been identified as significant literature that is underused by librarianship in defining authority.”\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 3 Title:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“Blocked and (Not) Loaded: Comment Censorship or Curation?” (Andy Zhang)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 3 Abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“Social media has emerged as a popular method and means for community participation, whether local or global. One of the consistent affordances present is the comment section, which, unless directly controlled by the service provider, allows for any manner of text to be posted. This includes insights, analysis, and knowledge sharing, but also allows for harmful content like hate speech and death threats. As well, in the new age of LLMs, generated content can easily clutter and clog up feeds. Given the flexibility of digital tools, methods for blocking and filtering these comments have emerged. Are these blockers effective? Are they useful for informational and emotional literacy? Could this be considered censorship and a threat on individual freedoms and expressions? What relationship does censorship have with stopping harassment? This presentation will explore different perspectives on comment blockers and censorship, as well as the new, social media-derived responsibilities information professionals may have for helping their communities.”\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 4 Title:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e““But my wellness space said…”: MAHA and Critical Information Literacy” (Sophie Coad and Jon Wild)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 4 Abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e“In the midst of the MAHA (Make America Healthy Again) movement and the proliferation of AI-generated content on social media, health misinformation ecosystems have become increasingly popular and influential. Already faced with multiple healthcare crises caused by austerity, privatization, and a profit-driven healthcare industry, many people cannot reliably access a healthcare professional - or choose not to - and instead turn to alternative healthcare solutions, often promoted by influencers in various online ‘wellness spaces.’ How do trends and movements like these unsettle widely accepted understandings of information literacy? How can library workers embody a harm reduction approach in order to rebuild understanding, rather than alienating people even further? And, how can we remain realistic about what we can accomplish without burning out or falling into vocational awe? Through existing critical information literacy frameworks, we hope to explore the phenomena of alternative health/health misinformation ecosystems, and how they are changing the qualities of reference and information work that we must engage in.” \u003c/p\u003e\r\n\u003cp\u003e \u003c/p\u003e"]}},{"label":{"en":["Series or Event Name"]},"value":{"en":["2026 Forum for Information Professionals (FIP), School of Library \u0026amp; Information Studies, University of Alberta"]}},{"label":{"en":["Rights Statement"]},"value":{"en":["\u003cp\u003e\u003ca href=\"https://creativecommons.org/licenses/by-nc/4.0/deed.en\"\u003eAttribution-NonCommercial 4.0 International (CC BY-NC 4.0)\u003c/a\u003e\u003c/p\u003e"]}},{"label":{"en":["Date"]},"value":{"en":["2026-03-05"]}},{"label":{"en":["Agent"]},"value":{"en":["Gauvin, Erika (Moderator)","Lim, Amy (Presenter)","Tonack, Ethan (Presenter)","Zhang, Andy (Presenter)","Coad, Sophie (Presenter)","Wild, Jon (Presenter)"]}},{"label":{"en":["Subject"]},"value":{"en":["FIP 2026 (Topical)","Artificial Intelligence (Topical)","Authority (Topical)","Censorship (Topical)","Comment Blockers (Topical)","MAHA (Topical)","Misinformation (Topical)","Intellectual Freedom (Topical)","Health Literacy (Topical)","Social Media (Topical)"]}},{"label":{"en":["Language"]},"value":{"en":["English"]}},{"label":{"en":["Relation"]},"value":{"en":["\u003ca href=\"https://fipconference.wordpress.com/\"\u003eForum for Information Professionals\u003c/a\u003e"]}}],"summary":{"en":["\u003cp\u003e\u003cstrong\u003ePresentation 1 title:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;The Perceptions of Emerging Information Professionals on their AI Use and Critical Thinking\u0026rdquo; (Amy Lim)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 1 abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;The role of information professionals (i.e. librarians) is to assist with information literacy, quality, and access. Given the emergence of generative AI tools, information professionals need to be proficient in their use and their ability to critically evaluate the information outputs of these tools. The objective of my research study was to assess if library and information studies students are equipped to deal with the implications of AI in the higher education landscape. This presentation will discuss the preliminary findings of a survey conducted in November 2025 regarding information professionals\u0026rsquo; perceptions of their AI use on their own critical thinking skills and ability to assist library users with AI tools.\u0026rdquo;\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 2 Title:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;Authority in Information Literacy\u0026rdquo; (Ethan Tonack)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 2 Abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;Post-truth and misinformation have been identified as key contemporary societal issues. Information literacy (IL) is one of the key ways that librarianship engages with these issues, and the ACRL Framework for Information Literacy for Higher Education (the Framework) represents the major guiding document on IL for North American librarianship. Authority is one of the most prominent concepts in the Framework, with its own frame (the Authority Frame or AF) and it is also a concept often invoked in discussions around post-truth and misinformation. However, there remains a debate in librarianship over how to define the concept of authority. The AF\u0026rsquo;s definition has widely been interpreted as constructionist, and while many in the field accept this definition, there is also vocal disagreement. The Framework\u0026rsquo;s concept of authority has further been problematized as epistemologically confusing, as well as not going far enough to critically account for power relations and the reality of oppression of marginalized groups. The goal of this research is to work towards a more rigorous understanding of authority in librarianship. The proposed methods include analysis of the AF through critical discourse analysis (CDA) as well as drawing on theoretical work on authority from other disciplines, such as sociology. Norman Fairclough\u0026rsquo;s approach to CDA has been identified as a methodology by which to analyze the AF, and the work of sociologist Anthony Giddens on authority and related concepts has been identified as significant literature that is underused by librarianship in defining authority.\u0026rdquo;\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 3 Title:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;Blocked and (Not) Loaded: Comment Censorship or Curation?\u0026rdquo; (Andy Zhang)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 3 Abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;Social media has emerged as a popular method and means for community participation, whether local or global. One of the consistent affordances present is the comment section, which, unless directly controlled by the service provider, allows for any manner of text to be posted. This includes insights, analysis, and knowledge sharing, but also allows for harmful content like hate speech and death threats. As well, in the new age of LLMs, generated content can easily clutter and clog up feeds. Given the flexibility of digital tools, methods for blocking and filtering these comments have emerged. Are these blockers effective? Are they useful for informational and emotional literacy? Could this be considered censorship and a threat on individual freedoms and expressions? What relationship does censorship have with stopping harassment? This presentation will explore different perspectives on comment blockers and censorship, as well as the new, social media-derived responsibilities information professionals may have for helping their communities.\u0026rdquo;\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 4 Title:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;\u0026ldquo;But my wellness space said\u0026hellip;\u0026rdquo;: MAHA and Critical Information Literacy\u0026rdquo; (Sophie Coad and Jon Wild)\u003c/p\u003e\r\n\u003cp\u003e\u003cstrong\u003ePresentation 4 Abstract:\u003c/strong\u003e\u003c/p\u003e\r\n\u003cp\u003e\u0026ldquo;In the midst of the MAHA (Make America Healthy Again) movement and the proliferation of AI-generated content on social media, health misinformation ecosystems have become increasingly popular and influential. Already faced with multiple healthcare crises caused by austerity, privatization, and a profit-driven healthcare industry, many people cannot reliably access a healthcare professional - or choose not to - and instead turn to alternative healthcare solutions, often promoted by influencers in various online \u0026lsquo;wellness spaces.\u0026rsquo; How do trends and movements like these unsettle widely accepted understandings of information literacy? How can library workers embody a harm reduction approach in order to rebuild understanding, rather than alienating people even further? And, how can we remain realistic about what we can accomplish without burning out or falling into vocational awe? Through existing critical information literacy frameworks, we hope to explore the phenomena of alternative health/health misinformation ecosystems, and how they are changing the qualities of reference and information work that we must engage in.\u0026rdquo;\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e"]},"requiredStatement":{"label":{"en":["Attribution"]},"value":{"en":["\u003cp\u003e\u003ca href=\"https://creativecommons.org/licenses/by-nc/4.0/deed.en\"\u003eAttribution-NonCommercial 4.0 International (CC BY-NC 4.0)\u003c/a\u003e\u003c/p\u003e"]}},"provider":[{"id":"https://ualberta.aviaryplatform.com/aboutus","type":"Agent","label":{"en":["University of Alberta Library"]},"homepage":[{"id":"https://ualberta.aviaryplatform.com/","type":"Text","label":{"en":["University of Alberta Library"]},"format":"text/html"}],"logo":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/128/original/UA_Logo_WHT_RGB_%281%29.png?1725471982","type":"Image"}]}],"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/307/005/small/2026FIPConferencePanel3-InterrogatingAuthorityinInformationLiteracyandOnlineEnvironments.mp4_1774977677.jpg?1774977679","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://ualberta.aviaryplatform.com/collections/1771/collection_resources/168782/file/307005","type":"Canvas","label":{"en":["Media File 1 of 1 - 2026_FIP_Conference_Panel_3_-_Interrogating_Authority_in_Information_Literacy_and_Online_Environments.mp4"]},"duration":2731.28533,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/307/005/small/2026FIPConferencePanel3-InterrogatingAuthorityinInformationLiteracyandOnlineEnvironments.mp4_1774977677.jpg?1774977679","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://ualberta.aviaryplatform.com/collections/1771/collection_resources/168782/file/307005/content/1","type":"AnnotationPage","items":[{"id":"https://ualberta.aviaryplatform.com/collections/1771/collection_resources/168782/file/307005/content/1/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-ualberta.s3.wasabisys.com/collection_resource_files/resource_files/000/307/005/original/2026_FIP_Conference_Panel_3_-_Interrogating_Authority_in_Information_Literacy_and_Online_Environments.mp4?1774977670","type":"Video","format":"video/mp4","duration":2731.28533,"width":640,"height":360},"target":"https://ualberta.aviaryplatform.com/collections/1771/collection_resources/168782/file/307005","metadata":[]}]}],"annotations":[]}]}