Dear colleagues,

due to numerous requests the Full-text submission deadline (for paper and doctoral forum submissions) has been extended until 23 May 2025.

Best regards,

ECIL team

David White‘s career began with online innovation for the BBC Natural History Unit and has led to his current role as Dean of Academic Strategy at the University of the Arts London (UAL). He has taught and researched at the University of the West of England and managed the development of the University of Oxford’s first online courses. In his current role David is responsible for leading thinking on emerging technologies, such as AI. He is also the academic lead for UAL’s new fully online Postgraduate courses. Through this work he supports the university to constructively respond to the educational opportunities and risks of digital technologies. David is a Principal Fellow of the Higher Education Academy and President of the Association for Learning Technology.

Address title: What is even real anymore? – The case for personal agency being at the forefront of what it means to be literate

In the context of information seeking AI can be thought of as an amplification of the ‘Wikipedia problem’ which caused academic distress a few years ago. When a believable answer requires no effort (or thinking) to find, what has been learned? The information literacy response to this is to teach the mechanism by which the answer was generated, to critically deconstruct the validity of the answer. However, we are now entering an AI era where most answers have no discernible provenance. There is very little ‘tracking back’ with AI because it is based on probability and not on cross-checking with reality. In this talk I will suggest that we need to amplify the importance of personal agency in our concept of literacy. Fundamentally we should be asking students and staff to seriously consider what they are cognitively offloading and what they must hold onto to retain their agency as citizens, students and researchers.  I will explore frameworks such as the ‘AI Learning Gambit’ and approaches to teaching which highlight the importance of personal agency in the AI era.

Christine Gläser studied library science in Hamburg (FH) and Berlin (HU). She has been Professor of Information Services, E-Publishing, Metadata and Data Structuring at the Hamburg University of Applied Sciences (HAW) since 2008. For more than 15 years she has been researching and teaching on the subject of learning spaces with a focus on libraries and universities. Current teaching and research focus: Learning spaces in Higher Education, teaching/learning library, library ethnography, research data management, data literacy

Address title: Rethinking Space and Services – Academic Libraries as Learning Hubs

 This talk explores the transformation of academic libraries  to dynamic learning environments. With the shift from Teaching Libraries to Learning Libraries, higher education institutions are reimagining library spaces to support hybrid learning models, digital and information literacy, and self-directed learning. This talk will examine trends in library-based competence development, the integration of digital and physical learning environments, and the evolving role of academic libraries as service-oriented learning hubs.

Main focus will be on:

• The impact of digitalization on academic libraries and their role in higher education.
• The role of libraries in fostering digital and information literacy skills.
• Strategies for designing learning spaces that integrate physical and digital learning needs.
• Case studies of successful library transformations in higher education.

Sabine Rauchmann is a subject librarian at the Library WISO/BWL, Faculty of Business, Economics and Social Sciences, University of Hamburg, Germany. She teaches a range of workshops aimed at students, doctoral candidates and researchers on the subject of literature searching for academic papers. In 2011, she obtained her doctoral degree in library and information studies from Humboldt-Universität zu Berlin. She is interested in identifying ways to improve the instruction program for learning information literacy skills, combining one-shot instruction sessions with self-learning materials so that it fits seamlessly into the curriculum. She is additionally interested in AI tools for literature searching as well as in the quality of systematic literature reviews and the support needs of researchers in business and management. She has been a member of the Gemeinsame Kommission Informationskompetenz von VDB und dbv (Joint Commission of Information Literacy of VDB and dbv) since 2021.

Nicolas Kusser is a subject librarian for Theology, Classics, and Educational Sciences and Deputy Head of the Medical Branch Library at the University Library of Augsburg, Germany. He studied Theology, Classical Languages, and Pedagogy and completed his postgraduate librarianship training at the Bavarian State Library in Munich in 2023. At the University Library of Augsburg, he coordinates all training activities and information literacy programs for undergraduate and graduate students, continually seeking innovative ways to engage learners in research and enhance their information literacy skills. His current interests focus on exploring the potential of artificial intelligence to improve library services and information literacy offerings. Since 2024, he has been a member of the Gemeinsame Kommission Informationskompetenz (Joint Information Literacy Commission) of the VDB and dbv, as well as the Information Literacy Working Group of the Bavarian Library Network.

Address title: The information literacy landscape in Germany – challenges, best practices, and trends

Germany’s information literacy (IL) landscape across academic and public libraries is characterized by a variety of stakeholders collaborating under a shared commitment to foster critical, reflective, and ethical information practices. In 2001, two studies significantly impacted education in Germany: PISA revealed weaknesses in German students’ performance, while the SteFi study showed knowledge gaps in students’ electronic information use. This led to a rethinking of educational policy and a reorientation of library training. The subsequent developments have faced challenges: Due to the German federal structure, many initiatives started quickly and primarily locally before bundling their activities into regional networks. Integration into curricula and degree courses was negotiated in various ways and through many individual efforts. The use of standards often remained limited. In 2012, the Gemeinsame Kommission Informationskompetenz von dbv und VDB brought libraries’ IL activities together at a federal level. In 2016, it adopted the Referenzrahmen Informationskompetenz and in 2021, it translated the Framework for Information Literacy. While the initial focus on IL in library education was modest, it has now become part of the curriculum in all library and information science degree programs. Fundamental research remains marginal, with publications limited to field reports and handbooks. Even though IL and the teaching library is considered a fundamental task in German libraries today, a study conducted in 2023 revealed a pronounced heterogeneity in the governance structures of IL instruction in library organizations. Despite challenges, the community developed best practices, including centralized IL Statistics on IL training in German libraries. Librarians exchange information on issues and trends annually at the Information Literacy Round Table. Lighthouse projects are recognized through the annual Best Practice Competition. Current global issues and trends such as fake news and fake science, digital and AI literacy, data protection, new teaching formats and gamification are also incorporated into the training offered by German libraries. In the future, exchange within and beyond the IL community and cooperation between public and academic libraries will play a major role in establishing libraries as partners of all educational institutions. Our contribution based on selected papers, positions, IL statistics and illustrative examples across German libraries provides a meta-perspective of how IL is organized and coordinated in Germany, highlighting key topics, challenges and trends, best practices, and future directions. The aim is to show, how the diversity of activities in all German federal states are an opportunity to open up new activities and effectively anchor IL in the digital age.

We are happy to announce our second keynote speaker – Ute Schmid!

Ute Schmid is head of the chair for cognitive systems at University of Bamberg. She holds a diploma in psychology and a diploma in computer science, both from Technical University Berlin (TUB), Germany. She received her doctoral degree in computer science from TUB in 1994 and her habilitation in computer science in 2002. From 1994 to 2001 she was assistant professor at the Methods of AI/Machine Learning group, Department of Computer Science, TUB. Afterwards she worked as lecturer for Intelligent Systems at the Department of Mathematics and Computer Science at University Osnabrück and was member of the Cognitive Science Institute. In 2004 she became professor of Applied Computer Science/Cognitive Systems at the University of Bamberg. In 2022 Ute Schmid was elected as EurAI fellow and in 2023 as GI fellow. She is a fortiss research fellow. Since 2020 she is member of the board of directors of the Bavarian Research Institute of Digital Transformation (bidt). Ute Schmid is also a member of the Bavarian AI Council (Bayerischer KI-Rat). Furthermore, since 2020 Ute Schmid is head of the Fraunhofer IIS project group Comprehensible AI (CAI). Ute Schmid dedicates a significant amount of her time to measures supporting women in computer science and to promote computer science as a topic in elementary, primary, and secondary education. She won the Minerva Gender Equality Award of Informatics Europe 2018 for her university. Since many years, Ute Schmid is engaged in educating the public about artificial intelligence in general and machine learning and she gives workshops for teachers as well as high-school students about AI and machine learning (see Talks). For her outreach activities she has been awarded with the Rainer-Markgraf-Preis 2020.

Research interests of Ute Schmid are mainly in the domain of comprehensible machine learning, explainable AI, and high-level learning on relational data, especially inductive programming. Research topics are generation of visual, verbal and example-based explanations, intelligent tutor systems, interactive (human-in-the-loop) learning, combining deep learning and symbolic learning (neuro-symbolic AI), knowledge level learning from planning, learning structural prototypes, analogical problem solving and learning. Main application domains are image based diagnostics in medicine and industrial quality control as well as education. A further area of research is cognitive science with a focus on empirical and experimental work on high-level cognitive processes. Ute Schmid is a pioneer of Computer Science for Primary School (FELI) and is engaged in the domain of AI education.

Address title: AI Literacy – Why Basic Understanding of AI Methods is Relevant for Save, Efficient, and Reflected Use of AI-Tools

With the growing number of AI-Tools in many domains, AI literacy is essential for their save, efficient and reflected use. Often, AI literacy has a focus on the usage of tools. In my talk, I will argue why a theoretical understanding of basic principles of AI methods is an important prerequisite for tool use as well as for critical reflections of effects of AI technologies on society and environment. The major challenge in communicating AI concepts to laypeople is to convey technically correct information that is at the same time didactically tailored to the target group. In the talk, I will introduce basic AI concepts together with illustrations how these concepts can be taught. Furthermore, I will point out typical pitfalls for misjudgments that are based on an inadmissible anthropomorphization of AI.

We are very pleased to announce our first keynote speaker – Andrew Cox!

Andrew Cox is a senior lecturer at the Information School, University of Sheffield, UK. His research interests include libraries’ roles in RDM and AI, and in wellbeing. He is currently convenor of the IFLA Special Interest Group on AI, and a former chair of ASIS&T’s SIGAI.

Address title: The Dimensions of AI Literacy

Information professionals have a vital role today to promote algorithmic and AI literacy. Given the pervasive impact of AI on our information culture and the weaknesses of AI governance in many parts of the world, it is essential for everyone as citizens and workers to have some level of AI literacy. This is much more than just about teaching prompt engineering or even awareness of the inaccuracies inherent in AI as a source of information. It is also about promoting reflection about the impacts of AI on experiences, and awareness of wider, often hidden ethical and societal impacts. However, there are many aspects of the task of promoting AI literacy that are challenging: such as AI’s complex and changing nature, commercial interests in opacity and the difficulty of designing a message that recognises AI’s benefits and attractions, while giving appropriate warnings.

Dear colleagues,

the deadline for abstract submission has been extended until 10 February 2025 due to a high number of requests.

Thank you for your continued interest in participating at the European conference on information literacy!

Our conference management system is now ready to accept new submissions for the 9th European Conference on Information Literacy.

The conference management system is located here and you can also access it from the sidebar on the left.

All information about the submission process is available here.

The Second call for paper of ECIL 2025 can be accessed via this link.

We look forward to receiving your contributions!

Dear colleagues,

we are pleased to announce that the First call for papers of ECIL 2025 has been published.

You can access it here.

Aim & Scope

Information Literacy in an AI-driven World being the main theme, ECIL aims to bring together researchers, information professionals, media specialists, educators, policy makers and all other related parties from around the world to exchange knowledge and experience and discuss recent developments and current challenges in both theory and practice.

Visit this page for all conference topics.

Important Dates

• First call: October 2024
• Second call: November 2024
• Third call: December 2024
• Abstract submission deadline: 3 February 2025
• Notification of acceptance for abstracts: 10 March 2025
• Deadline for submitting final versions of abstracts: 17 March 2025
• Authors’ notification on final decision on abstract category: 7 April 2025
• Registration starts: 5 May 2025
• Full-text submission deadline: 16 May 2025
• Notification of acceptance for full-texts: 16 June 2025
• Deadline for submitting final versions of full-texts: 4 July 2025
• Early registration deadline: 15 July 2025
• Author registration deadline: 15 July 2025
• Regular registration: Between 16 July – 14 September
• Late & Onsite registration: After 15 September
• Conference sessions: 22-25 September 2025

See updated Important Dates list here!

Paper Submission

The Conference is composed of several types of contributions, such as full papers, posters, PechaKucha, best practices, workshops, panels, invited talks, and doctoral forum, each of which has different requirements and restrictions regarding the length, time allocation and content. Contributions should be prepared using the templates available through the Conference web site and submitted electronically via the conference management system before the deadlines indicated under important dates. Contributions will be peer-reviewed. Detailed information about review process can be obtained from Conference web site. At least one of the authors should register online via Conference web site and take part at the Conference to make the presentation.

More information on abstract submission is available here.

The conference management system opens December 2024.

Venue

University of Bamberg, Auditorium Building Markusstr. 8a, 96047 Bamberg

More information about the venue and other practical information can be found on this page.

Contact

If you have any questions please feel free to contact us.

The European Conference on Information Literacy (ECIL) is organized by the Department of Information Management of Hacettepe University, Department of Information and Communication Sciences of Zagreb University and the Information Literacy Association.

The ninth ECIL conference will be co-organized and hosted by University of Bamberg from 22-25 September 2025, in Bamberg, Germany.