With the recently defining role of information literacy as metaliteracy, relatively new literacies, such as media literacy, digital and cyber literacy, and visual literacy have become an integral part of information literacy education in academic libraries. As a result, the focus in higher education information literacy programs has gradually shifted to creating a “metaliterate learner” (Gersch et al., 2016). However, as algorithms are becoming an integral part of our socio-digital eco-system, there is an urgent need to address the issue of algorithmic literacy and its role in information literacy education (Head et al., 2020).

This presentation, thus, will attempt to respond to this challenge, especially in the light of the recognition that information literacy, and by extension other forms of literacies, including digital and algorithmic literacies education, is social responsibility and a human right (Sauders, 2017). According to Ridley and Pawlick-Potts (2021), information literacy education can be “instrumental in raising awareness” about algorithms and educating and fostering informed citizens and human agency (p. 7). The sense of agency, critical thinking, and recognition of bias are critical to the issues of algorithmic literacy, as they can empower the user to exercise control over the information search processes and understand the essential elements of how algorithms work (Shin et al., 2021). The presenter will address the issue of algorithmic literacy in post-secondary institutions in Canada and will reflect on the role of libraries in fostering qualitative change in learners concerning critical views of algorithms.

This project is supported by the BCcampus Research Fellows Program, which provides BC postsecondary educators and students with funding to conduct small-scale research on teaching and learning, as well as explore evidence-based teaching practices that focus on student success and learning.