Since its most influential definition from 1989¹, information literacy has passed through a long process of growth of theoretical and applied knowledge, so today it can be considered a consolidated concept that is, at a practical level, embedded in the mission and programs of many information institutions, especially libraries.

However, despite the strong commitment of the library community to information literacy, this term is still marked by doubts on theoretical and conceptual level and uneven distribution in practice. Conceptual dispersion is visible primarily in terminology, characterized by a flood of terms which are either interpreted as an upgrade of information literacy (e.g. data literacy, workplace literacy, health literacy, academic literacy), or propose entirely new terms (e.g. transliteracy, multiliteracy). Such an introduction of the new terms is a reaction to the transformation of information spaces which require new skills and knowledge from an individual so he could be able to deal with their growing complexity and numerous problems they bring like privacy, doubtful credibility and authenticity, partiality, freedom of expression, participation etc. It should be noted that a more detailed analysis of the new concepts shows that information itself is precisely what is in their essence, i.e., their meaning comes down to information and contents that should be found, evaluate, use, communicate, share with other users, etc., so it is reasonable to raise the question of actual necessity of the alternative terms. The second mentioned tendency is related to introduction of concepts that represent a subset of information literacy, but are also specifically bound to a particular context and activity (e.g. workplace, financial information, medical information, large data sets, etc.). Essentially, this tendency reflects the need for penetration of information literacy into various aspects of human life, thus it is no longer perceived as a concept that dominates the educational discourse, but is also relevant in the workplace and everyday life (problem-solving and decision-making, political and social participation, consumer rights, etc.).

The latest issue of Čitalište, dedicated to information literacy, brings and displays a part of wealth and wide range of topics in the field of information literacy, but also indicates the width of approach to information literacy training that is applied in different domains and different countries.

The work of Tibor Koltay deals with finding, evaluating and using data as a specific subset of information literacy. These procedures are discussed in the light of the concept of big data, which dominates the discourse of many scientific studies. The work warns libraries that their educational activities must focus on increasingly sophisticated needs of individuals who have to deal with increasingly complex world of scientific information and data. The second contribution is dedicated to the integration of information literacy in curriculum of the School of Medicine of the University of Zagreb as one of the most successful examples in the region. The authors highlighted the need for monitoring the tendencies in education and recognition of the key elements of change suitable for the integration of information literacy. The third article is work of the two authors who have developed and published one of the currently most prominent models i.e. curricula of information literacy (ANCIL: A New Curriculum for Information Literacy). In this paper, the authors deepen the issues additionally by presenting a case study of their own institution, warning that even with a good framework and innovative curriculum the integration of information literacy cannot succeed without creating strategic partnerships. The next work testifies to the problems of implementation of information literacy, in which many libraries in the region will surely recognize themselves, and brings insight into the current situation and the development path of information literacy at the University of Sarajevo. Besides, it deals with the timely responses of the scientific and professional communities that knew how to recognize opportunities brought by the educational reforms such as the Bologna Process. Finally, the last work brings a review of the published sources about information literacy in Serbia. It is a very important review which outlines the development of information literacy in the national context, allowing an informed debate about the current situation, but also a comparison of the situation in the international context, and consideration of the future steps.

Finally, it should be noted that this number of Čitalište could be considered both appropriate and celebratory – it was released in the year in which we celebrate the fortieth anniversary of the emergence of the term information literacy². Measured by the logic of a human lifetime, forty years can be considered a great life stage: uncertainty of the youth has been overcome, plenty of experience has been collected, yet tiredness of life has not emerged. But such a maturity brings a critical attitude and reconsideration of one’s own identity, which undoubtedly characterizes information literacy as well. The works in Čitalište illustrate clearly the mature phase of life of information literacy, indicate answers to numerous questions and provide guidance, which makes this number of the journal undoubtedly a current, timely and relevant reading material, interesting for a wide range of potential readers.

¹ American Library Association, Presidential Committee on Information Literacy, Final Report (1989).
² P. G. Zurkowski introduced the concept in 1974.

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