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Mis/disinformation has in recent political and health climates become increasingly spread through social media and the internet, drawing increased discussion on the role libraries play in countering and combating the spread of mis/disinformation. This study investigated the impact and management of mis/disinformation at university libraries in Australia through a survey of 88 library staff and interviews with 17 managers. Library staff believe they have a role in teaching skills such as critical thinking and evaluation, advocating in this space and maintaining credible, balanced and inclusive collections. Although combating mis/disinformation is a strategic priority for libraries, it is often not a priority for the institutions themselves, leading to barriers for staff who would like to devote more time and resources to teaching information literacy skills and assessing the credibility and accuracy of collections. While complaints about collection content are low and library managers' view is that libraries should not censor materials, there is an increasing priority in Australia to address historical inaccuracies in content and build and maintain collections that are inclusive and culturally safe. Library staff in Australia would like support from national library bodies through training and resources and playing an advocacy role in national discussions around mis/disinformation. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach -- This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings -- This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students' experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications -- This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications -- The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students' experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value -- There is currently a lack of research using a relational approach to investigate EFL students' experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts. [ABSTRACT FROM AUTHOR]