About This Journal
Aims and Scope
Communications in Information Literacy (CIL) is a peer-reviewed journal devoted to advancing research, theory, and practice in the area of information literacy in higher education. CIL is independently published. Furthermore, it is open access in the truest sense; there are no article processing charges or other regressive publication fees. The editors of CIL are solely committed to the investigation of various models and theories of information literacy worldwide, and they remain faithful to principles of open access for academic research.
This section of CIL includes peer-reviewed feature articles, which may be research-based or theoretical in nature. Literature review papers are generally discouraged, but those including in-depth investigation and noteworthy conclusions will be considered. The primary audiences for articles in this section are academic librarians and library educators, but we encourage contributions from all academic disciplines and from institutional administrators. Please send queries to the editors at firstname.lastname@example.org.
[Research articles are peer-reviewed and indexed. Submissions are always welcomed.]
This section of CIL presents peer-reviewed case studies that report on innovative information literacy instruction practices in higher education contexts. The primary audiences for this section are academic librarians and other library personnel and educators who are engaged in information literacy instruction and who may use the reported innovations to inform their own practices. Submissions for this section should therefore foreground information literacy innovations and their actual or potential contributions to professional practice and to teaching and learning.
Innovations that are explored in this section might occur in a wide range of higher education contexts, including but also extending beyond in-person, classroom-based information literacy instruction. When articulating innovative practices, authors are encouraged to consider librarians’ evolving instructional roles. The section editors are particularly interested in innovation approaches that reflect the authors’ sensitivity and responsiveness to local contexts. Authors are invited to be critically reflective about the impact, the possibilities, and the challenges that they experience with their innovative projects at the local level, as well as how their experiences might help to inform reflective and innovative practices in other environments.
Manuscripts should be no more than 5,000 words and will ideally include the following:
- Explanation of what makes the reported project/practice innovative
- Reflection on practice and on lessons learned
- Description of the context of the innovative practice (e.g., instructional environment or institution, target population, project purpose, collaborators)
- Significance the innovation might have to academic librarians and other library personnel and educators
- Considerations for readers who might adapt the project to other contexts
- Assessment of the project and/or possible approaches to future assessment. (While submissions will ideally include clear evidence of the impact of the project, articles that discuss less formal assessment modes or plans for future assessment are also welcome.)
Please send queries to the editors at email@example.com.
[Innovative Practices papers are peer-reviewed and indexed. Submissions are always welcomed.]
This section of CIL consists of provocative and thoughtful essays on various aspects of information literacy in academic libraries. These pieces are not peer-reviewed, but are worked on in conjunction with our section editor. If you are considering such a piece, please contact the section editor, Stewart Brower, at firstname.lastname@example.org.
[Perspectives papers are indexed, but not peer-reviewed. Submissions always welcomed.]
This section contains reviews of books related to theory, research, and practice in the area of information literacy. The book titles reviewed in this section may be theoretical, research based, or offer pragmatic support of practice. Both the books and their reviews should speak to librarians and other professionals (student support staff, administrators, course instructors, or others) in higher education, who are concerned with teaching and learning. Interested reviewers are welcome to contact the section editor, Jacqulyn A. Williams, at email@example.com.
[Book reviews are indexed, but not peer-reviewed. Book review submissions are by invitation only.]
This section of CIL includes essays written by the editors as they pertain to the state of the journal or current events in the discipline. This section also includes invited works and regularly contributed columns.
[Editorials are indexed, but not peer-reviewed. Editorial submissions are by invitation only]
Indexing and Availability
CIL is indexed in the following sources:
- Directory of Open Access Journals
- Emerging Sources Citation Index (Clarivate Analytics)
- ERIC: Educational Resources Information Center
- Google Scholar
- Library, Information Science & Technology Abstracts (EBSCO)
- Library Literature and Information Science Full Text (EBSCO)
- LISA: Library and Information Science Abstracts (ProQuest)
- SCOPUS (Elsevier Science)
CIL is listed or cataloged in the following sources:
- Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science
- Public Knowledge Project
- Ulrichsweb: Global Serials Directory
- WorldCat (OCLC)
CIL is archived in the following places:
- Library of Congress