Communications in Information Literacy

Aims & 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.

Metrics & Ranking

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)
• Web of Science

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Preservation url
• Apc url
• License

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

  Citation: 109

  Authors: Khalid

• The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

  Citation: 97

  Authors: Sara

• A Decade of Critical Information Literacy: A Review of the Literature

  Citation: 94

  Authors: Eamon

• Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

  Citation: 70

  Authors: Amanda, Katie

• Proposing a Metaliteracy Model to Redefine Information Literacy

  Citation: 59

  Authors: Trudi, Thomas

• Best Practices for Online Video Tutorials: A Study of Student Preferences and Understanding

  Citation: 55

  Authors: Melissa, Merinda, Lisa

• Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction

  Citation: 51

  Authors: Katelyn, Eamon

• Privacy Literacy: From Theory to Practice

  Citation: 42

  Authors: Christina

• Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

  Citation: 35

  Authors: Andrea

• Why Information Literacy Is Invisible

  Citation: 31

  Authors: William