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The purpose of this article is to analyse the social science students' perceptions of information literacy (IL) and the use of mobile technologies (MTs) before and during the COVID-19 pandemic.

Exploratory focus group methodology involving 18 Information Science and Education undergraduates.

Students believe that, above all, an information literate person must know how to search for information. Being able to recognise acceptable levels of IL and MT competencies/skills enabled them to detect the scant contribution of the university to IL and the poor support from the library. They routinely use information and communication technologies (ICTs) in the classroom for assignments, presentations, searching and administrative tasks. Conversely, they consider their teachers' competency in the use of mobile devices for academic tasks could be improved. The increase in these shortcomings during the COVID-19 pandemic has allowed students to discover most teachers' attitudinal and technical limitations. Students' suggestions mostly point to improving platforms, teaching methods, teacher motivation and teachers/librarians interaction.

Research is limited to several IL/MT-related concepts, one university and two degrees. It could be applied in other contexts, larger samples and other stakeholders such as librarians and teachers.

Need for more IL and TM instruction for students/teachers and greater interaction amongst them and with the library. The authors suggest promoting interdisciplinary seminars on the importance of IL and awareness sessions on ICT for learning.

This case study addresses students' critical/exceptional experience triggered by the pandemic.

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 selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and researchers wishing to learn about IL in other contexts.

This paper annotates 374 English-language periodical articles, dissertations, theses and reports on library instruction and IL published in 2023. 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. Sources selected were published in 2023 and included the terms “information literacy,” “library instruction” or “information fluency” in the title, subject terms or author-supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography adeptly.

The paper provides a brief description of 374 sources from 159 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.

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 2023.

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. 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. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach.

Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper.

The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are ‘Fake News’, ‘Competence’, ‘Educational Technology’, ‘Health Literacy’, ‘Self-Efficacy’ and, interestingly, ‘COVID-19’. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy.

This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.

The goal of this narrative review was to look at the link between the Mediterranean diet (MD) and the telomere length. Furthermore, this study aims to understand the impact of the MD on obesity-related telomere length.

Relevant literature was reviewed to explore the potential influence of the MD on telomere length and its association with obesity.

The MD is one of the healthiest diets of all known dietary patterns, and it is also linked to the telomere length. Except for fruits and vegetables, the main findings for other MD components are inconsistent. In terms of antioxidant and antiinflammatory properties, using the MD as a weight loss approach is a good method. For predicting changes in obesity characteristics, the initial telomere length is critical. However, there are not many studies in the field that have looked at the MD as a weight loss approach and its link to the telomere length. As a result, more research is needed to understand these connections in various groups.

This study is unique since it examines the MD, telomere length and obesity-related consequences. This study examines the MD, telomere length and obesity to determine if the MD can help lose weight while maintaining telomere length. As there are few studies on MD weight loss and telomere length, the work emphasizes the need for greater research in this area. This study fills a research gap and improves the understanding of nutrition, telomere biology and obesity-related outcomes.