Information Literacy for Quiz PDF

Chapter 1. An overview of information literacy frameworks and the term “information” Plamena Zlatkova, ULSIT Marchela Borisova, ULSIT 1.1. The need for information and 21st century competencies Have we ever pondered the words of Socrates, “I know that I know nothing, but others do not even know th...

Chapter 1. An overview of information literacy frameworks and the term “information” Plamena Zlatkova, ULSIT Marchela Borisova, ULSIT 1.1. The need for information and 21st century competencies Have we ever pondered the words of Socrates, “I know that I know nothing, but others do not even know that?” What does he mean? What is it that we know, and what does it truly mean to know or to have knowledge? The answer to this extremely profound question, when viewed from a non- philosophical perspective, hinges on the definition of ‘knowledge’ and the related terms ‘data’ and ‘information’. Scientists define data as a collection or set of facts about an event, object, process, or phenomenon, which in themselves are difficult to use in a meaningful way. However, when these same data (facts) about an event, object, process, or phenomenon have a purpose and are placed in context, explained, and interpreted, we then speak of information. The processing of data and its transformation into information facilitates the formation of knowledge or the in-depth understanding of information through the analysis of facts about an event, process, or phenomenon, and are also refracted through the prism of one’s own experience, values, and perspectives 1,2. 1 Liew, A. (2007). Understanding Data, Information, Knowledge And Their Inter- Relationships. Journal of Knowledge Management Practice, 8(2). http://www.tlainc.com/articl134.htm 2 Zins, C. (2007). Conceptual approaches for defining data, information, and knowledge. Journal of the American Society for Information Science and Technology, 58(4), 479–493. https://doi.org/10.1002/asi.20508  DATA What? facts, signals, symbols, figures etc. which aren't organized KNOWLEDGE INFORMATION How, Why? Who, Where, When? understanding and know-how based on the experience, intuition and categorizing, organizing, contextualized information or learning, structuring, contextualizing, useful concept, synthesized, idea, thought-out data Fig. 1 3 ,4 Data, information, and knowledge are essential for making both daily decisions in our personal lives and those related to our professional development. In other words, to achieve our goals, we require sufficient data and information, acknowledging the gaps in our knowledge that must be filled. The reasons for seeking out additional knowledge can be placed in various contexts and depend on different factors, such as professional, educational, curiosity, research, problem-solving, and more. This means being able to understand what information is needed in a specific context and situation, and for what purpose. The term ‘information need’ is most often associated with gaps in our knowledge, which we typically fill by asking questions in order to move forward and/or in our chosen direction5,6. To fully address the daily information needs, we require a complex set of skills, competencies, and competence. Skills are associated with the ability to do something well (proficiency), while competencies are a 3 Khan, H. (2018, November 14). Defining Knowledge, Information, Data. Pinterest. Retrieved September 5, 2024, from https://www.pinterest.com/pin/634444666234092922/?send=true 4 Walch, K. (2024, July 3). The Necessary (and often Missing) “U” in the DIKUW Pyramid [AI Today Podcast]. Cognilytica. https://www.cognilytica.com/the-necessary-and-often- missing-u-in-the-dikuw-pyramid-ai-today-podcast/ 5 Borlund, P., & Pharo, N. (n.d.). A need for information on information needs. https://informationr.net/ir/24-4/colis/colis1908.html 6 LibGuides: Library Toolkit for Student Research: Define Information Need. (n.d.). https://libguides.utoledo.edu/c.php?g=470658&p=3222728 combination of skills, knowledge, and attitudes to achieve a specific goal or result, meaning we know how to deal with specific tasks and problems using the skills (usually as a result of our education and qualifications) that we possess or have developed. Competence, on the other hand, can be viewed as a personal quality based on knowledge and experience as a result of upbringing, education, and social environment 7,8,9,10. Given that most official European documents use ‘competencies’ and ‘competence’ synonymously, we will adopt the same approach. Understanding these three words is extremely complicated, diverse, and dependent on the context of their use and the individual using them, regardless of the definitions provided in dictionaries and academic literature. Learning competencies, which include the ability to assess when it is necessary to learn something new, how to learn it, and where to participate in learning and educational processes, are high when individuals have had positive experiences in informal learning in various institutions and institutionalized learning contexts. These findings confirm the relevance of opportunities for formal and informal learning, which are extremely diverse in different countries and communities. This shows that competencies can be viewed in different ways: knowing how to know, participating in life and work11. Our daily lives, dictated by the dynamic development of technology and computer science, require us to increasingly engage in various forms of lifelong learning and education. This necessitates 7 Defining ‘Skill’ and ‘Competence.’ (n.d.). EU Science Hub. https://joint-research- centre.ec.europa.eu/scientific-activities-z/skills-and-competences/defining-skill-and- competence_en 8 Милкова, Р. (2015). КОМПЕТЕНТНОСТТА И КОМПЕТЕНЦИИТЕ НА ЛИЧНОСТТА – СТРАТЕГИЯ НА УНИВЕРСИТЕТСКОТО ОБРАЗОВАНИЕ ПРЕЗ XXI ВЕК. Стратегии На Образователната И Научната Политика, 23(1). https://azbuki.bg/wp- content/uploads/2015/02/azbuki.bg_dmdocuments_strategii-01_2015_Rumyana-Milkova.pdf 9 Teodorescu, T. (2006). Competence versus competency: What is the difference? Performance Improvement Journal, 45(10), 27–30. https://doi.org/10.1002/pfi.4930451027 10 Moore, D. R., Cheng, M., & Dainty, A. R. (2002). Competence, competency and competencies: performance assessment in organisations. Work Study, 51(6), 314–319. https://doi.org/10.1108/00438020210441876 11 Hinzen, H., & Robak, S. (2016). Knowledge, competencies and skills for life and work. TEXT. Retrieved October 1, 2024, from https://www.dvv-international.de/en/adult-education- and-development/editions/aed-832016-skills-and-competencies/section-2- conceptual-diversity/knowledge-competencies-and-skills-for-life-and-work corresponding changes in the methods and approaches used by teachers and trainers. A 2013 study12 categorized the skills of the new century as follows: Cognitive skills, which include critical thinking, problem-solving, knowledge application, and creativity; Interpersonal skills include communication and collaboration, leadership, awareness (and cross-cultural confidence) Personal skills: motivation, learning how to learn, and self-direction13. In 2019, analyses from educational institutions in Japan, China, and Colorado were published, presenting findings on strategies for developing contemporary skills in students14. Another possible grouping is presented by iCEV, which defines 12 contemporary skills, categorized into groups: Learning skills, including critical thinking, creativity, collaboration, and communication; Knowledge skills (literacy skills) or information, media, technological (digital) literacy; Life skills: adaptability, leadership, initiative, productivity, and social skills15. 12 Soland, J., Hamilton, L., & Stecher, B. (2013). MEASURING 21ST CENTURY COMPETENCIES: GUIDANCE FOR EDUCATORS. Asia Society. https://asiasociety.org/files/gcen-measuring21cskills.pdf 13 Stewart, V. (n.d.). Assessing 21st-Century skills and competencies around the world. Asia Society. Retrieved September 6, 2024, from https://www.google.com/url?q=https://asiasociety.org/global-cities-education- network/assessing-21st-century-skills-and-competencies-around- world&sa=D&source=docs&ust=1728387686159742&usg=AOvVaw0Ge HQCYsfmpeejC_x8Rmc 14 Russell, C. (2019). Innovate, Iterate, improve: Strategies for Developing 21st Century Competencies. Asia Society. https://asiasociety.org/sites/default/files/2019- 03/Strategies_for_Developing_21st_Century_Competencies.pdf 15 Hummel, B. (2024, March 14). What are 21st century skills? iCEV. Retrieved October 1, 2024, from https://www.icevonline.com/blog/what-are-21st-century-skills  Fig. 2 Faced with the positives of accelerated technological development, the completion of the global village (), and cultural diversity, as well as their corresponding negatives, including inequality of opportunity, social exclusion, ongoing armed conflicts, pandemics, poverty, misinformation, conspiracy theories, and others, the topic of education, skills, and competencies remains and will continue to be relevant, as they are a “fundamental human right” with a “contribution to social well-being, political stability, productivity, competitiveness, justice, and personal well-being16.” Nearly a decade has passed since the publication of the European Skills Agenda (last updated in 2020), aiming to strengthen human capital, employability, and the competitiveness of working-age European citizens. This agenda was prompted by the changing global economy, an aging workforce, the quality of education, informal learning skills, and the high proportion of adults with basic skills 16 Rychen, D. S., & Tiana Ferrer, A. (2004). Developing key competencies in education: some lessons from international and national experience: Vol. Studies in comparative education. Unesco, International Bureau of Education. https://unesdoc.unesco.org/ark:/48223/pf0000135038/ deficiencies. The program, set to conclude in 2025, is organized around four priority areas: A framework A call to join to unlock the forces in a investments i collective n skills action Tools and Actions to initiatives ensure that to support people have people in the right skills their lifelong for jobs Fig. 3 It outlines 12 specific actions for its implementation, aiming to achieve a 50% participation rate among individuals aged 25-64 in training in the last 12 months; 30% participation of low-skilled individuals aged 25-64 in training in the last year; a 20% share of unemployed individuals aged 25-64 who have recently completed training; and 70% of individuals aged 16-74 possessing basic digital skills17,18. Adult learning is defined as participation in education and training by adults aged 25-64, also known as lifelong learning. Statistics on adult learning in the European 17 European Commission. (2020, July 1). Commission presents European Skills Agenda for sustainable competitiveness, social fairness and resilience: The Commission is presenting a new Skills Agenda today setting ambitious objectives for upskilling and reskilling for the next five years. European Commission: Employment, Social Affairs & Inclusion. Retrieved September 4, 2024, from https://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=9723&furtherNews=yes 18 According to UNESCO, digital literacy includes “our skills for accessing, managing, understanding, integrating, communicating, evaluating, and creating information in a safe and appropriate manner through digital technologies... it encompasses competencies that are referred to in various ways: computer literacy, ICT literacy, information literacy, and media literacy.” (Law, N., Woo, D., Torre De La, J., & Wong, G. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. UNESCO Institute for Statistics. https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital- literacy-skills-2018- en.pdf#:~:text=The%20objective%20of%20the%20Digital%20Literacy%20Global%20Frame work%20(DLGF)%20project). Union (EU) show that in 2022, 47% of adults aged 25-64 participated in training in the last 12 months. In the EU, 14.1% of unemployed individuals aged 25-64 had completed training in 2023. In 2022, 64.2% of adults participated in non-formal training in the EU. In the latest report (27th), Greece ranked last, with 15.7% of men and 17.6% of women participating. Bulgaria ranked 26th (second to last) among the countries presented, with 19.3% of men and 22.0% of women participating. Romania ranked 24th, with an equal percentage of men and women participating (25.6% men and 25.7% women). In Portugal, participating men accounted for 45.5%, while women accounted for 43%, ranking 18th in the study. For Latvia, which ranked 10th, participating men accounted for 47.1%, and women for 57.1%19. In other words, the set of skills, competencies, and knowledge required in a dynamically evolving environment is quite diverse. It is no coincidence that the article “Knowledge, competencies and skills for life and work” talks about the need to rethink the common competencies that allow us to cope with globalization and Industry 4.020. Improving the match between the skills demanded by employers and those possessed by workers is an increasingly challenging task, with COVID-19 exacerbating the already existing skills gap21. As we have seen, the development of skills and competencies is by no means limited to students, although they are a strategic group22. Numerous studies and organizations are dedicated to researching the abilities of the adult European population. According to the European Commission’s Digital Economy and Society Index (DESI) 2022, as of 2021, only 54% of Europeans possess at least basic digital skills, despite the fact that most jobs require them. Bulgaria and Romania are among the countries lagging behind in this regard. The study also included an interesting indicator: “online information and communication”, which encompasses only the components of information literacy and communication and collaboration. This means that the respondents included in this indicator had only engaged in activities within these two areas. Romania, Bulgaria, and Cyprus ranked lowest in this indicator, with only 10%, 9%, and 6% respectively. This suggests that these individuals may not be safe online, are vulnerable to sharing personal data, online scams, etc., and require 19 Adult learning statistics. (2024). [Dataset]. Eurostat. https://ec.europa.eu/eurostat/statistics- explained/index.php?title=Adult_learning_statistics 20 Hinzen, H., & Robak, S. (2016). Knowledge, competencies and skills for life and work. TEXT. Retrieved October 1, 2024, from https://www.dvv-international.de/en/adult-education- and-development/editions/aed-832016-skills-and-competencies/section-2-conceptual- diversity/knowledge-competencies-and-skills-for-life-and-work 21 OECD. (n.d.). OECD skills for jobs database. Retrieved September 8, 2024, from https://www.oecdskillsforjobsdatabase.org/press.php#BG/_ 22 Buckle, J. (2024, March 18). A Comprehensive Guide to 21st Century Skills. Panorama Education. Retrieved October 2, 2024, from https://www.panoramaed.com/blog/comprehensive-guide-21st-century-skills targeted training in areas such as security, problem-solving, digital content creation, and online safety23. The importance of information and media literacy, and the related skills that need to be developed in active European citizens, is further confirmed by Open Society Institute reports based on media literacy research (Media Literacy Index). Data from studies on the relationship between education (qualifications) and skills clearly shows that Bulgarian and Romanian societies, among EU countries, are highly susceptible to disinformation, followed by Greece, while Portugal and Latvia are less threatened by this issue among these five countries24. 1.2. The importance of information literacy A defining characteristic of our time is the daily deluge of information created and circulated around us. Access to this information is both complex and convenient, requiring individuals to possess specific skills and knowledge to navigate both traditional and electronic information sources. Moreover, the internet, which empowers individuals to express and publish their opinions, also provides a platform for the dissemination of deliberately fabricated half-truths and conspiracies, necessitating the development of skills to discern and filter such content. Back in 1934, the English poet Thomas Eliot, reflecting on the changes brought about by scientific and technological advancements, posed the question: Where is the knowledge we have lost in information?25 Today, particularly during and after the pandemic, we are witnessing an “infodemic,” a result of significant technological shifts in how we acquire information, communicate, and interact.26 In this context, taking full advantage of the opportunities afforded by our development, we need to re-evaluate our understanding and model, as both trainers and users, new sets of skills and competencies to adequately address the challenges of the environment around us. The term “information literacy” was first used by Paul Zurkowski, who employed 23 Digital Economy and Society Index (DESI) 2022: Thematic chapters. (2024). European Commission. Retrieved September 9, 2024, from https://digital- strategy.ec.europa.eu/en/policies/desi#:~:text=From%202014%20to%202022,%20the%20Dig ital%20Economy%20and%20Society%20Index 24 Lessenski, M. (2023). The Media Literacy Index 2023: Measuring vulnerability of societies to disinformation. Open Society Institute – Sofia. Retrieved September 3, 2024, from https://osis.bg/wp-content/uploads/2023/06/MLI-report-in-English-22.06.pdf 25 Димитров, Т. (2006). 50 Нобелови лауреати и други велики учени за вярата си в Бога. РИА Спектра. 26 Countries urged to act against COVID-19 ‘infodemic.’ (2020, September 25). UN News. https://news.un.org/en/story/2020/09/1073302 it to describe the techniques and skills that make us information literate 27. Information literate individuals are able to achieve their personal and professional goals and contribute meaningfully to society. Since then, the term has evolved significantly, taking on new connotations as a result of the rapid development of information and communication technologies, which have permeated all aspects of our lives. According to UNESCO, an information literate individual is able to seek, evaluate, use, create, and critically analyze information to achieve personal, social, professional, and educational goals28,29. From another perspective, information literacy is defined as appropriate information behavior that allows for the identification of information, regardless of the channel or medium, that meets the information need and is used in an appropriate manner and in accordance with ethical standards30. According to the American Library Association (ALA), the largest and most authoritative professional organization in the field, information literacy encompasses the abilities and skills that enable individuals to recognize when information is needed, to be able to locate it effectively, to evaluate it critically, and to use it effectively to accomplish a specific purpose31, i.e. critical evaluation of sources is essential, as the diversity of information channels raises questions about the reliability, credibility, and authenticity of information. The American Library Association’s 2022-2026 strategic plan clearly emphasizes the primary role of cultural institutions in developing information literacy skills, which are crucial for individual success, well-being, and societal progress32. For example, the significance of information literacy for personal and societal prosperity is evident in documents such as the “Australian and New Zealand 27 Zurkowski, Paul G & National Commission on Libraries and Information Science, Washington, DC. National Program for Library and Information Services. (1974). The Information Service Environment Relationships and Priorities. Related Paper No. 5 [microform] / Paul G. Zurkowski. [Washington, D.C.] : Distributed by ERIC Clearinghouse https://eric.ed.gov/?id=ED100391 28 Information Literacy. (2023, April 20). UNESCO. https://www.unesco.org/en/ifap/information-literacy 29 United Nations Education, Scientific, and Cultural Organisation (UNESCO, National Forum on Information Literacy (NFIL), & International Federation of Library Associations and Institutions (IFLA). (2005, November 9). Beacons of the Information Society: The Alexandria Proclamation on Information Literacy and Lifelong Learning. https://repository.ifla.org/handle/20.500.14598/3147 30 Johnston, B., & Webber, S. (2005). As we may think: Information literacy as a discipline for the information age. Research Strategies, 20(3), 108-121. 31 American Library Association. (n.d.). Presidential Committee on Information Literacy: Final report. https://www.ala.org/acrl/publications/whitepapers/presidential 32 Strategic Plan 2022–2026. (2022). Retrieved September 10, 2024, from https://www.ala.org/pla/about/governance information literacy framework: principles, standards and practice” and the Statement on information literacy for all Australians. These documents highlight that information literacy is crucial not only for culture but also for democratic society and economic well-being. According to the Australian Library and Information Association, it contributes to and fosters lifelong learning, knowledge creation, skill acquisition, social inclusion, civic engagement, personal, professional, and organizational development, as well as innovation. It is likened to an intellectual framework for recognizing the need for information, locating it, understanding it, evaluating it, and using it. Information literacy is a broader concept than ICT use, as it prioritizes critical thinking and evaluation of information33,34. According to The Prague Declaration: Towards an information literate society, it is impossible to build an information society without information literacy. Information literacy is essential for reducing all inequalities, both between individuals and between nations, and for promoting tolerance and understanding among them35. The Charles Sturt University library website clearly outlines the reasons why information literacy is essential in a knowledge-based society, based on knowledge and skills: 33 Bundy, Alan L. & Council of Australian University Librarians & Australian and New Zealand Institute for Information Literacy. (2004). Australian and New Zealand information literacy framework : principles, standards and practice / editor, Alan Bundy. Adelaide : Australian and New Zealand Institute for Information Literacy 34 Statement on information literacy for all Australians. (n.d.). https://www.alia.org.au/Web/Web/Research-and-Publications/Policies/Statement-on- information-literacy-for-all-Australians.aspx 35 UNESCO. (2003). The Prague Declaration: Towards an information literate society. Retrieved from https://milobs.pt/wp-content/uploads/2018/06/The-Prague-Declaration.pdf  Fig:436 In an environment where information is constantly growing, not only in terms of volume but also in terms of its quality, the answer to the question of why information literacy is important is linked to educational achievements and success, effective functioning in the workplace, and active participation in society as knowledgeable and responsible citizens. Furthermore, it combines research skills, critical thinking, and computer and communication abilities. In an era of exponentially growing online information, identifying reliable content is crucial for making informed decisions and achieving success in school, university, work, and personal life. This is because the found content may contain biases and impose suggestions, thus influencing decision-making37,38,39. One of the most well-known and adapted standards for information literacy is the one developed by the Association of College and Research Libraries for application in higher education. The framework includes 6 main conceptual pillars, centered around different perceptions and viewpoints through which understandings of information as a phenomenon can be refracted. Next, as a result of the context and the pillar in which it is located, a set of both practical knowledge (skills) and attitudes are provided, which experts believe need to be formed and developed in individuals who are information literate. The standard provides a tool that gives a “navigational” mechanism for developing information literacy programs in higher education and improving the performance and outcomes of learners, encouraging collaboration between different organizations and institutions, as education is an ongoing and cyclical process that encompasses all levels of education and continuing education, stages and spheres of our lives: 36 Library Guides: Information & Research Literacies GLO: Why is Information Literacy Important? (n.d.). https://libguides.csu.edu.au/information_and_research_literacies/why 37 Burnell, C., Wood, J., Babin, M., Pesznecker, S., & Rosevear, N. (n.d.). Why is Information Literacy Important? Pressbooks. https://openoregon.pressbooks.pub/wrd/chapter/why-is- information-literacy-important/ 38 Research Guides: Information Literacy: Why do Information Literacy? (2023). Retrieved September 14, 2024, from https://library.mcla.edu/info_lit 39 Media and Information Literacy. (2024, September 12). UNESCO. https://www.unesco.org/en/media-information-literacy  Fig. 540 Another exploited and applicable model for developing skills and understanding of the nature of information was developed by the UK Society of College, National and University Libraries (SCONUL). The application of this standard allows the educational process to be viewed as problem-oriented, and learners apply their knowledge in practice in appropriate and corresponding conditions. The framework defines a generic core of personal skills related to recognizing the need for information, defining its scope, choosing a search strategy, locating, evaluating, ethically using, and presenting it. 40 American Library Association. (2016). Framework for Information Literacy for Higher Education. Retrieved September 6, 2024, from https://www.ala.org/acrl/standards/ilframework  Fig. 641,42 The two models do not contradict each other; on the contrary, in our opinion, they complement each other and can be applied in combination when developing a training design for information literacy for different age groups. Chapter 2. The comprehension of the contemporary digital landscape Plamena Zlatkova, ULSIT Marchela Borisova, ULSIT 2.1. Practical reasons why we should be digitally literate and the place of libraries in the information and digital landscape The technologies we use daily and have become accustomed to, which drive us forward and change our world, also harbor numerous risks that pose a direct threat to our personal and professional well-being. For example, it was this very year 41 SCONUL. (2011). Seven Pillars of Information Literacy: Core model for higher education. Retrieved September 6, 2024, from https://access.sconul.ac.uk/sites/default/files/documents/coremodel.pdf 42 Billie Coxhead. (2016, December 19). SCONUL 7 Pillars of Information literacy [Video]. YouTube. Retrieved September 8, 2024, from https://www.youtube.com/watch?v=LLMMt9rkGnk (2024) that the largest-ever password theft occurred43,44. Thus, with the massification of digitalization in all areas of our lives, the chances of people becoming victims of cybercrime are also increasing, according to Ewan Thomson. He also points out that 9 out of 10 cyberattacks utilize stolen data45. The data also shows that a cyberattack occurs every 39 seconds46, and in 2023, there was a malware threat every minute, most commonly occurring through email47. In 2023, there was also a significant increase in the number of individuals affected by breaches in the healthcare sector, with 45% of data breaches resulting from phishing attacks. In the education sector, 36% of attacks were due to compromised identification data48. These facts are just a small part of the entire landscape of technological dangers and challenges we face. However, they alone speak to the need for a serious attitude and measures in relation to the formation of digital skills and competences that encourage us, as users and professionals, to proactively take measures to protect personal and institutional information. Additionally, technology has fundamentally transformed industries, and consequently, employers now require a certain level of digital competence as part of our professional portfolio. For example, in Bulgaria, the Bulgarian Chamber of Commerce conducted a large-scale study in 2022 on the level of digital competencies in 16 economic sectors. The overall conclusion is that only 19% of employed individuals meet the required level for their position, while 38% possess minimal skills in working with Windows, Word, Excel, PowerPoint, Outlook, the Internet, and digital communication platforms. And this is despite the fact that Bulgaria is among the leading countries in broadband internet coverage49. This data indicates the presence of digital inequality based on 43 Lightfoot, B. (2024, September 12). The biggest cyber attacks and vulnerabilities from July 2024. Cognisys. https://cognisys.co.uk/blog/biggest-cyber-attacks-and-vulnerabilities-july- 2024/ 44 Lin-Fisher, B. (2024, July 12). 10 billion passwords have been leaked on a hacker site. Are you at risk? USA TODAY. https://eu.usatoday.com/story/money/2024/07/11/10-billion- passwords-leaked-what-to-do/74366179007/ 45 Thomson, E. (2024, September 10). Are you using one of the world’s most popular passwords? World Economic Forum. Retrieved September 13, 2024, from https://www.weforum.org/agenda/2024/07/popular-passwords-cybercrime-digital-safety/ 46 Jain, S. (2024, August 16). 160 Cybersecurity Statistics 2024. Astra Security Blog. Retrieved October 3, 2024, from https://www.getastra.com/blog/security-audit/cyber-security-statistics/ 47 130 Cyber Security Statistics: 2024 Trends and data. (2024, August 12). Retrieved September 5, 2024, from https://www.terranovasecurity.com/blog/cyber-security-statistics 48 Jain, S. (2024, August 16). 160 Cybersecurity Statistics 2024. Astra Security Blog. Retrieved October 3, 2024, from https://www.getastra.com/blog/security-audit/cyber-security-statistics/ 49 Digital skill levels lagging labor market requirements. (2021, January 12). Bulgarian Industrial Association. https://en.bia-bg.com/news/view/31555/ generational differences, which, according to experts, can be countered by ensuring equal access to quality and inclusive training for the development of digital skills, tailored to the needs of different age groups and the demands of the labor market50. As mentioned in the previous section, as a result of our economic, technological, and social development, the way we search for and find information has fundamentally changed. Information is no longer solely accessible on paper or through the services of specific organizations (libraries, archives, research centers, etc.). The channels and formats in which we can find what we need today are vast, and time is limited. However, the diversity of resources that emerge daily is enormous, and access to technology and the internet has enabled virtually anyone to generate content, questioning the authority of the author and the quality of the information found, thus facilitating deliberate deception and compromising people's personal security. Moreover, the widespread adoption of technology, especially computers and the internet, in all spheres of life (education, economy, healthcare, culture, etc.) has naturally led to the need for a new type of literacy: digital literacy. The UNESCO-UNEVOC51 website’s online terminology dictionary provides the following definitions52 of digital literacy53: 50 Как дигиталното неравенство влияе върху цифровия преход на икономиката? (2023, April 3). Bulgarian Industrial Association. Retrieved September 19, 2024, from https://www.bia-bg.com/news/view/31589/ 51 За повече информация Вж https://unevoc.unesco.org/home/, както и https://unevoc.unesco.org/home/TVETipedia+Glossary 52 За обзор на литературата по проблемите на дигиталната грамотност и дигиталната компетентност в сферата на висшето образование Вж: Spante, M., Hashemi, S. S., Lundin, M., Algers, A., & Wang, S. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1519143 53 TVETipedia Glossary. (n.d.). https://unevoc.unesco.org/home/TVETipedia+Glossary/lang=en/show=term/term=digital+lite racy  Fig.7 This shows that organizations and their experts view the acquisition of these skills as being on par with reading, writing, and comprehension skills, a conclusion reached by specialists from the British Royal Society in their report “Shut down or restart? The way forward for computing in UK schools54.” As we can see, today, both professional and personal success are increasingly dependent on digital competencies and skills, alongside traditional literacies such as reading and writing, including information literacy, which encompasses digital skills. In a society where information created in vast quantities as a result of innovation, is a primary value, skills and knowledge are a fundamental resource for well-being. Currently, 90% of jobs in Europe require basic digital skills, but there are significant differences among member states: between 30% and 80% of citizens possess at least basic digital skills. Additionally, factors such as age, education, and location play a significant role55. Over a decade has elapsed since the development of DigComp: the Digital Competence Framework for Citizens. It is applicable not only in the EU but also for anyone wishing to use it in practice and to formulate policies on digital skills related to creating opportunities for developing competitive skills in a world of 54 The Royal Society. (2012). Shut down or restart? The way forward for computing in UK schools. Retrieved September 6, 2024, from https://royalsociety.org/~/media/education/computing-in-schools/2012-01-12-computing-in- schools.pdf 55 Mancino, D., & Fragapane, F. (2023, December 6). Digital literacy in the EU: An overview. European Data. Retrieved September 15, 2024, from https://data.europa.eu/en/publications/datastories/digital-literacy-eu-overview technological transformation. The framework is also implemented in the European Digital Education Action Plan56, which sets two ambitious goals by 2027: to promote the development of a high-performing digital education environment and to improve digital skills and competencies related to the “new” reality, with the desired outcome, in line with the vision for the digital transformation of Europe by 2030 (the so-called “Digital Compass”), aiming to reach 80% of European citizens with at least a basic level of digital skills, as well as increasing ICT specialists, digitizing the public sector, etc57,58. In the context of the Digital Decade, Eurobarometer conducted specific surveys related to the digital transformation of Europe, the latest of which was conducted in mid-2024. Respondents from the participating member states (not all EU members) indicated that one of the serious problems with a significant personal impact is the misuse of personal data, fake news, and disinformation, while also drawing attention to the need to improve cybersecurity, the safety of digital technologies, and the protection of online data. For European citizens, digital technologies will be essential for all areas of life, but they highlight education and interaction with materials/online content as some of the top priorities59. So, DigComp, or the European Digital Competence Framework for Citizens, defines the areas of digital competence that can be used to identify gaps and, consequently, the necessary initiatives, training, strategies, and policies at the national level. In its updated 2018 version, the European definition of digital competence states: “Digital competence involves the confident, critical, and responsible use of digital technologies for learning, working, and participating in society. It includes information and data literacy, communication and collaboration, media literacy, creating digital content (including programming), safety (including digital well-being and cybersecurity skills), intellectual property issues, problem solving, and critical thinking”. Skills and competencies develop throughout life, and competencies are a combination of knowledge, skills, and attitudes; in other words, they are composed of concepts and facts (i.e., knowledge), descriptions of skills (e.g., the ability to perform processes), and attitudes (e.g., tendencies, dispositions to act)60. 56 Digital Education Action Plan (2021-2027). (n.d.). European Education Area. https://education.ec.europa.eu/focus-topics/digital-education/action-plan 57 Europe’s Digital Decade: Commission sets the course towards a digitally Empowered Europe by 2030. (2021, March 9). [Press release]. Retrieved September 10, 2024, from https://ec.europa.eu/commission/presscorner/detail/en/ip_21_983 58 European Commission. (2022). DigComp Framework. EU Science Hub. Retrieved September 22, 2024, from https://joint-research-centre.ec.europa.eu/oldpage- digcomp/digcomp-framework_en#publications 59 The digital decade. (2024). In https://europa.eu/. https://doi.org/10.2759/927260 60 European Commission: Joint Research Centre, Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2, The Digital Competence framework for citizens : with new examples of  Fig. 861 As we can see, the framework covers areas that are not only crucial for social and personal fulfillment but also areas where gaps or threats have been identified (see DESI, Media and Information Index, etc.). In the context of citizen competencies and skills, it is necessary to mention the European Framework for the Digital Competence of Educators (DigCompEdu), as the educational field and environment require professionals to possess an increasingly broad and rich set of specific skills. The key areas for educators, including librarians, are 6 and include a total of 22 competencies. knowledge, skills and attitudes, Publications Office of the European Union. https://data.europa.eu/doi/10.2760/115376 61 There again  Fig. 962 One possible approach to identifying gaps in digital skills is the use of various online tests, challenges, games, and simulations, where individuals must demonstrate their knowledge in different situations, such as troubleshooting a technical issue, visualizing a dataset, and so on. Based on these results, decisions can be made about enrolling in relevant training63. The question of where libraries fit in this environment is answered by an American librarian who shares: “Libraries are more relevant than ever. They are places for personal growth and rediscovery, for help navigating the information age, for gathering for civic and cultural engagement, and as a trusted place for preserving culture”64. Thus, as far back as 2011, the ALA published its strategic vision for American public libraries in the face of 21st-century challenges, titled “Confronting the Future.” The report identifies four key directions for the strategic development of libraries to best serve their users. 62 DigCompEdu framework. (n.d.). EU Science Hub. https://joint-research- centre.ec.europa.eu/digcompedu/digcompedu-framework_en 63 What methods can you use to identify digital literacy gaps in your team? (2023, November 8). www.linkedin.com. https://www.linkedin.com/advice/0/what-methods-can-you-use- identify-digital-literacy-aimgf 64 Rendon, F. (2017, November 15). The changing landscape for libraries & Librarians in the digital age. TeachThought. Retrieved September 7, 2024, from https://www.teachthought.com/literacy/changing-landscape-libraries-librarians-digital-age/  Fig. 10 According to the author, the orientation towards the changes of the new decade is linked to clearly defining the institution’s (library) mission and goals, taking into account the interests and needs of its users. A careful study of the environment surrounding the organization is also necessary, observing trends that may impact it. The document emphasizes the importance of studying the strengths and weaknesses of potential competitors in the information market, as well as making strategic decisions to overcome deficiencies and/or develop competencies (organizational and personal)65. In Europe, libraries are visited by around 100 million users annually and are adapting to their changing needs. Libraries are institutions that can help find effective solutions to European challenges related to: Education, as these institutions offer free access to information resources and conduct informal educational activities, thus promoting literacy and lifelong learning; Digital inequality: the pandemic, military conflicts near Europe’s borders and other events have highlighted the importance of information literacy skills, particularly in terms of media literacy and the ability to distinguish between credible and unreliable sources of information. Libraries and librarians have already established a reputation for professionalism in this 65 Levien, R. (2011). Confronting the future: Strategic visions for the 21st century public library. Retrieved September 16, 2024, from https://www.ala.org/sites/default/files/advocacy/content/advleg/pp/pub/policy/confronting_the _futu.pdf  area of their work and can fully support citizens in adapting to the digital world; In line with democratic principles, libraries work proactively to reach vulnerable groups, ensuring that their services are accessible; Social inclusion: libraries have the potential to help vulnerable groups in society (the unemployed, migrants, low-income and low-education individuals) gain access to opportunities and resources for full participation in cultural, social, and economic life, as they are open, reliable, and welcoming66. In Kish, I., Thominet, H., & Zignani, T.’s study, they conclude that while libraries are a well-known and distinct partner working towards common European policies, they are often absent from direct mentions in many important documents and for achieving significant goals, such as contributing to the development of digital skills in non-formal settings, especially for people who lack access to resources and conditions67. Nevertheless, driven by the desire to democratize access to resources, the digital transformation and user behavior are changing, and the spectrum of services is expanding. A systematic literature review on digital library services for the period 2013-2023 has identified 17 areas of digital transformation in libraries and library services, including digital literacy for using social media and e-services. The results also show that libraries can be seen as a “third place” for the exchange of ideas and physical spaces for connecting research and society68, a conclusion also embedded in the European Cultural Framework for 2023-2026, where cultural institutions, including libraries, play a key role in social integration and cohesion, provide equal access to information while respecting intellectual property rights, promote individual growth, and contribute to countering hate speech, disinformation, and fake news69. The challenges of digital transformation are also changing the role of librarians themselves, who must simultaneously be traditionalists, in their clichéd image as guardians of knowledge, and also, with their knowledge, experience, and skills, be navigators of information available on the internet, but not only that, and be trainers in information literacy. Therefore, it is necessary to work in collaboration 66 Kish, I., Thominet, H., & Zignani, T. (2021). Libraries on the European Agenda: How can the EU leverage the potential of public libraries to tackle European challenges? Retrieved September 13, 2024, from https://urlc.net/Ogqu 67 There again 68 Mergel, I., Guenduez, A., & Maragno, G. (Eds.). (2023). Digital Transformation and ICT v1.0. Retrieved September 16, 2024, from https://librarin.eu/wp- content/uploads/2023/11/D3.1-Digital-Transformation-and-ICT-v1.0.pdf 69 Council Resolution on the EU Work Plan for Culture 2023–2026 2022/C 466/01. (2022, December 7). EUR-Lex. Retrieved September 20, 2024, from https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX%3A32022G1207%2801%29&qid=1671635488811 with academic institutions and teachers to construct a suitable curriculum that guarantees the acquisition of information skills in a sequential manner. Librarians themselves need to have specialized competencies related to learning theory, learner assessment, course planning, etc70. 2.2. Information literacy, digital literacy, AI Libraries, as institutions, have long established themselves as valuable strategic partners, supporting various policies, many of which are related to supporting non-formal education and training for all members of the community. For many, they are also the only ones “protecting” them not only from social exclusion but also providing them with the opportunity to actively participate in life. In its simplest terms, information literacy, which encompasses technological aspects (digital literacy), involves the practical skills necessary for the productive and effective use of information resources (both print and electronic) and information technologies. However, it is also a critical reflection on the nature and essence of information, its technical infrastructure, and its social, cultural, and philosophical context71, possession of this literacy facilitates critical thinking about information overload and the ability to make balanced decisions, allowing for full engagement in public life: daily life, education, profession, and so on72. Technological evolution has brought to the forefront personal skills for working with technology or digital competence: ranging from the use of computers, the internet, and mobile technologies to smart home systems and self-service stations in libraries, for example, but in a responsible and safe manner. This implies understanding their positive aspects, as well as potential problems and approaches to overcoming them, which is related to: 70 Bundy, Alan L. & Council of Australian University Librarians & Australian and New Zealand Institute for Information Literacy. (2004). Australian and New Zealand information literacy framework: principles, standards and practice / editor, Alan Bundy. Adelaide: Australian and New Zealand Institute for Information Literacy 71 LibGuides: Information Literacy: What is Information Literacy? (2024, January 5). Courtright Memorial Library, Otterbein University. Retrieved September 26, 2024, from https://otterbein.libguides.com/infolit/whatinfolit 72 MacDonald, G. (2018, October 10). What is information literacy? CILIP: The Library and Information Association. Retrieved September 27, 2024, from https://www.cilip.org.uk/news/421972/what-is-information-literacy.htm  Fig.1173 The surge in interest in artificial intelligence since 2019 and the creation of OpenAI, along with the subsequent emergence of applications for generating text, images, video, etc., have opened up new horizons and challenges for formal and informal educational institutions. On the one hand, there is a need to enhance the skills and competencies of teachers, educators (in primary, secondary, and higher education) and librarians in all types of libraries, especially public ones, which, as we have already clarified, are the most accessible source for citizens to acquire the necessary skills to keep up with current developments and reduce the risk of social exclusion. In fact, the concept of AI is not so new, but of course, the expansion of technological development in the 20th and 21st centuries has complicated it manifold, especially in terms of how we access and use information. For example, search engines use search history as a way to offer more relevant results tailored to the individual searcher; platforms like YouTube, Spotify, etc. use AI algorithms to provide personalized recommendations by analyzing user behavior and preferences to offer personalized resources; AI translation tools largely remove language barriers for people, and the ability of AI to transform information into a format accessible to people with disabilities would 73 Office of Information Technology Policy. (2011). What is Digital Literacy? ALA Institutional Repository. Retrieved September 26, 2024, from https://alair.ala.org/items/ce142b8e-c935-4fce-ab4f-35b654a92d6c improve the conditions and the range of access to resources for this category of users, etc.74,75,76,77,78. Of course, the evolution, in this case, of technology, is also associated with the emergence of a number of problems that need to be solved, possibly in the near future. For example, social media using AI for the news feeds we see raises questions about the quality and reliability of the content offered; AI’s ability to generate text makes it difficult to distinguish between those created by humans and those created by a tool; deepfakes have also appeared, making the authentic even more difficult to distinguish from the inauthentic. That is, there are serious challenges related to ethics, intellectual property, data privacy, the impact of AI on jobs, and more79,80,81,82. Against this backdrop, in 2024, UNESCO introduced two new competency frameworks: the AI competency framework for students and the AI competency framework for teachers. These frameworks aim to guide countries in supporting students and teachers to understand both the potential and risks of AI, and to 74 Biswal, A. (2024, September 23). 24 Cutting-Edge artificial intelligence applications in 2024. Simplilearn.com. Retrieved October 9, 2024, from https://www.simplilearn.com/tutorials/artificial-intelligence-tutorial/artificial-intelligence- applications 75 Russell, S., & Norvig, P. (2022). Artificial Intelligence: A Modern Approach, (4th ed.). Pearson. https://aima.cs.berkeley.edu/э 76 What is artificial intelligence (AI)? (n.d.). Built In. https://builtin.com/artificial-intelligence 77 Zewe, A. (2023, November 9). Explained: generative AI: How do powerful generative AI systems like ChatGPT work, and what makes them different from other types of artificial intelligence? MIT News | Massachusetts Institute of Technology. Retrieved September 26, 2024, from https://news.mit.edu/2023/explained-generative-ai-1109 78 MIT Sloan Teaching & Learning Technologies. (2024, September 9). AI Writing and Content Creation Tools - MIT Sloan Teaching & Learning Technologies. Retrieved September 28, 2024, from https://mitsloanedtech.mit.edu/ai/tools/writing/ 79 Department for Science, Innovation and Technology. (2024, May 10). AI Safety Institute releases new AI safety evaluations platform. GOV.UK. https://www.gov.uk/government/news/ai-safety-institute-releases-new-ai-safety-evaluations- platform 80 Kamila, M. K., & Jasrotia, S. S. (2023). Ethical issues in the development of artificial intelligence: recognizing the risks. International Journal of Ethics and Systems. https://doi.org/10.1108/ijoes-05-2023-0107 81 Floridi, L., & Cowls, J. (2019). A Unified Framework of Five Principles for AI in Society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1 82 Leslie, D. (2019). Understanding artificial intelligence ethics and safety: A guide for the responsible design and implementation of AI systems in the public sector. The Alan Turing Institute. https://doi.org/10.5281/zenodo.3240529 engage with it in a safe, ethical, and responsible manner in education and beyond83. The AI competency framework for students aims to support educators in developing curricula that foster the development of skills, knowledge, and values related to AI. It encompasses four groups of competencies and 12 specific skills: Fig. 1284 The organization proposes a spiral curriculum model and corresponding learning programs for students of various ages. The content is organized around the themes of “What AI is, and what AI does well and what AI does not do as well,” “How AI works,” “How a machine learns,” and “How a machine creates.” A competency-based assessment is also suggested to track progress. Recognizing that AI competencies go beyond mere technical skills, UNESCO advocates for an interdisciplinary approach in curriculum and program design85. UNESCO’s AI competency framework for teachers and trainers is designed to support lifelong learning and professional development, equipping educators to harness the potential of AI while mitigating risks to learners and society. This framework outlines 15 skills categorized into five competency domains: 83 Against this backdrop, in 2024, UNESCO introduced two new competency frameworks: the AI competency framework for students and the AI competency framework for teachers. These frameworks aim to guide countries in supporting students and teachers to understand both the potential and risks of AI, and to engage with it in a safe, ethical, and responsible manner in education and beyond. 84 Miao, F., & Shiohira, K. (2024). AI competency framework for students. UNESCO. https://doi.org/10.54675/JKJB9835 85 There again  Fig. 1386 The main goal is to serve as a motivating tool for formulating national policies and innovative training programs for educators, addressing the dynamic evolution of AI technologies and their impact on educational systems to ensure their effective and ethical use in the educational process87. Libraries are presented with new horizons to remain relevant in an evolving environment. The integration of AI technologies can make them more vital than ever as places for information, learning, and community engagement, especially in terms of navigating the information landscape and developing technology- driven skills. In this context, information literacy, digital literacy, and AI are concepts that not only complement each other but also influence one another, contributing to the digital transformation of society. It remains necessary to 86 Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://doi.org/10.54675/ZJTE2084 87 There again promote these concepts to ensure effective, responsible, and ethical use88,89,90,91,92. Chapter 3. Information sources vs resources for information Plamena Zlatkova, ULSIT Marchela Borisova, ULSIT Marina Encheva, ULSIT 3.1. A variety of sources and resources of information Today, information can be found in a multitude of diverse documents, carriers, and can also be extracted through the lens of one’s own knowledge and experience. There is a distinction between the terms data, information, and knowledge (see section 1.1), without which we cannot discuss information literacy and contemporary competencies, although they are often used interchangeably. In a nutshell, data is a simple set of facts that must be processed and presented in a more accessible, understandable form (format) to turn it into information that we analyze and use to make informed decisions, i.e., information is realized and transformed into knowledge. In our daily lives, whether it’s for learning, career advancement, or personal pursuits, we require a vast amount of data and information. We gather this information from various sources, such as consulting with friends, colleagues, or experts in specific fields, or by seeking out specialized institutions like libraries, archives, and research centers. Additionally, we may find information in a wide range of documents, both traditional and electronic. A document is any medium (paper-based or digital) that records thoughts, information, or an author’s knowledge, intended for present or future use. It can be a manuscript, book, magazine, photograph, video recording, record, etc. ICT has enabled us to use other types of documents: CDs, DVDs, web resources, and more. 88 Long, D., Blunt, T., & Magerko, B. (2021). Co-Designing AI literacy exhibits for informal learning spaces. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2), 1–35. https://doi.org/10.1145/3476034 89 Posner, T., & Fei-Fei, L. (2020). AI will change the world, so it’s time to change AI. Nature, 588(7837), S118. https://doi.org/10.1038/d41586-020-03412-z 90 Oyetola, S. O., Oladokun, B. D., Maxwell, C. E., & Akor, S. O. (2023). Artificial intelligence in the library: Gauging the potential application and implications for contemporary library services in Nigeria. Data & Metadata, 2(1), 5. 91 Okwu, E., Okwu, N. E., & Oladokun, B. D. (2024, May). New Technological Trends and Application in Libraries: An Overview. In Seminars in Medical Writing and Education (Vol. 3, pp. 64-64). 92 Panda, S. (2024). Navigating Knowledge: The Role and Evolution of the Prompt Librarian. Brazilian Journal of Development, 10(3), e68145. All documents aim to provide information on science, art, society, and so on, while libraries, as institutions, provide access to them93,94. Fig. 1495,96,97 Documentary information sources can be both traditional and electronic and are divided into 7 groups: Academic publications: monographs, collections, articles, dissertations, abstracts, research reports, etc.; Applied scientific publications: manuals, guides, handbooks, instructions and methodological guidelines, special and general catalogs, practical tools, etc.; Reference works: dictionaries, encyclopedias, encyclopedic dictionaries, indexes, handbooks, etc. 93 Arora, R. (2018). Information sources, systems and services. INFLIBNET Centre. https://ebooks.inflibnet.ac.in/lisp4/ 94 Buckland, M. (2018). Document theory. KNOWLEDGE ORGANIZATION, 45(5), 425–436. https://doi.org/10.5771/0943-7444-2018-5-425 95 Research Guides: Using the Library of Congress Online: A guide for middle and High School students: Types of sources. (n.d.). https://guides.loc.gov/student-resources/types#s-lib-ctab- 25580069-0 96 Research Guides: Using the Library of Congress Online: A guide for middle and High School students: Types of sources. (n.d.-b). https://guides.loc.gov/student-resources/types#s-lib-ctab- 25580069-1 97 Library and Information Science: The National Institute of Open Schooling (NIOS). (n.d.). https://nios.ac.in/online-course-material/sr-secondary-courses/library-and-information- science.aspx  Official and administrative publications: constitutions, laws, decrees, regulations, standards, bylaws, rules, etc.; Educational publications: textbooks, teaching aids, anthologies, curricula, syllabi, etc.; Popular science publications; Literary works (novels, stories, poetry); Memoir-documentary publications98,99. Information sources can also be undocumented, in cases where the information is not reflected in any document. There are both official and unofficial undocumented sources of information. Government institutions, information centers, research organizations, etc., can be considered official sources. Conversations with colleagues and users are considered unofficial undocumented sources of information. Some of the advantages of this specific type of information source include: Providing a personal perspective due to the intertwined emotion and depth of experiences; Promoting a sense of connection and empathy between the sender and receiver, which can foster a deeper understanding and compassion for the topic. Offering an interdisciplinary perspective on a topic or problem by combining information from personal narratives and experiences, scientific research and publications, material culture evidence, and more.100 Depending on the information they contain, documents can be classified as primary or secondary. Primary documents are those that typically reflect information that has not previously been introduced into scientific circulation, containing original research that is published for the first time or presenting a new interpretation of already known facts. They help scientists, specialists, and experts to stay up-to-date with the latest developments in their professional field, making them extremely valuable. They help them stay well-informed and up-to-date on the latest developments in their respective professional field, to develop ideas and concepts further, generating new information, and to avoid duplication of research. 98 Цветкова, М. (2013). Информационно осигуряване на научния проект – Newmedia21.eu. Newmedia21.eu. Медиите На 21 Век: Онлайн Издание За Изследвания, Анализи, Критика. https://www.newmedia21.eu/analizi/informatsionno-osiguryavane-na- nauchniya-proekt-2/ 99 Library and Information Science: The National Institute of Open Schooling (NIOS). (n.d.). https://nios.ac.in/online-course-material/sr-secondary-courses/library-and-information- science.aspx 100 Ashikuzzaman, M., & Ashikuzzaman, M. (2023, April 4). Non-Documentary sources of information. Library & Information Science Education Network. https://www.lisedunetwork.com/non-documentary-sources-of-information/ Primary sources of information include scientific journals, conference proceedings, dissertations, standards, patents, and so on. Some drawbacks of primary information can be identified: Information is often scattered across numerous primary sources, which increases the time required to locate the necessary information; They are difficult to reference due to their lack of organization101,102,103. Analyses, summaries, and interpretations of data found in primary sources form the foundation for the creation of secondary documents. A secondary document presents facts, events, and viewpoints in which the authors were not direct participants but rather summarize and reconstruct information based on primary sources (memoirs, photographs, autobiographies, and archival 104 105 106 documents) , ,. Secondary documents include dictionaries, encyclopedias, bibliographies, textbooks, maps, atlases, and so on. The characteristics of secondary documents can be summarized as follows: they comment on the information presented in primary sources; they interpret, evaluate, and analyze the primary source; the information is typically organized (e.g., in reference works); secondary sources are accompanied by a bibliography that references the original source. 101 Research Guides: Library Research Guide for the History of Science: Introduction: What is a Primary Source? (n.d.). https://guides.library.harvard.edu/HistSciInfo/primary 102 Research Guides: Primary Sources: What They Are and Where to Find Them: What is a Primary Source? (n.d.). https://libguides.uwrf.edu/primarysources 103 Primary source. (n.d.). In Merriam-Webster Dictionary. https://www.merriam- webster.com/dictionary/primary%20source 104 LibGuides: Primary, Secondary, and Tertiary sources: A quick Guide: Secondary sources. (n.d.). https://guides.library.cornell.edu/sources/secondary 105 Secondary source. (2024). In Merriam-Webster Dictionary. https://www.merriam- webster.com/dictionary/secondary%20source 106 Research Guides: Library Research Guide for the History of Science: Introduction: What is a Secondary Source? (n.d.). https://guides.library.harvard.edu/HistSciInfo/secondary  Document area Primary source Secondary source critical (evaluative) material Art painting, sculpture, etc. for the work Technical sciences a patent register of patents a book on the conducted History and archaeology research diary research, expedition, etc. recording of the a biography of the Theater performance playwright, the director Fig. 15107,108 Tertiary documents can also be mentioned: these extract, summarize, and synthesize information from primary and secondary sources without analyzing or interpreting it. The primary purpose of tertiary sources is to assist users in utilizing and selecting primary and secondary documents. Tertiary sources include bibliographies of bibliographies, union catalogs, databases, almanacs, guidebooks, yearbooks, and more109,110,111. One of the most common distinctions regarding information sources is that between print and non-print documents. A print document112 is an information source that is originally accessible in paper format (books, magazines, newspapers, etc.). Non-print documents are considered to be those that provide 107 Isayev, T. (2020, January 31). Primary-Sources-vs-Secondary-Sources hosted at ImgBB. Pinterest. Retrieved September 1, 2024, from https://www.pinterest.com/pin/primarysourcesvssecondarysources-imgbbcom-- 702069029398223557/ 108 Research Guides: Information Literacy & Library research: Primary & secondary sources. (2024). Retrieved September 3, 2024, from https://library.suu.edu/LibraryResearch/Primary- Sources 109 Fleisher, A., & MacLean, L. (2022). Tertiary information sources. In Springer eBooks (pp. 1345–1349). https://doi.org/10.1007/978-3-030-44556-0_176 110 Primary, secondary, and tertiary sources | University of Minnesota Crookston. (n.d.). https://crk.umn.edu/library/primary-secondary-and-tertiary-sources 111 LibGuides: Primary, Secondary, and Tertiary Resources: Tertiary Sources. (n.d.). https://libguides.newhaven.edu/c.php?g=505019&p=3457534 112 The term refers to documents printed on paper, as printing can also be done on metal, wood, plastic, and other materials. information in a non-conventional way and are recorded on a medium other than paper (disks, diskettes, magnetic tapes, etc.)113. Another classification is based on the method of document distribution, where we distinguish between published and unpublished documents. Published documents are those issued in a specific print run (usually over 100 copies), have undergone editorial and publishing intervention, and are publicly accessible. Unpublished documents are those prepared by authors in a few copies (e.g., dissertations, lecture courses, reports, manuscripts, archival materials, etc.) for personal use or institutional purposes, and are often not made available to the general public.114,115 In library science, and beyond, the terms information source and information resource are often used interchangeably. While this may not be of significant importance in everyday language, for in-depth research related to school or university projects, for example, for professional analysis of large amounts of data in a specific field, etc., this difference can be key to the quality of the research or influence the decision-making process. The difference between the two terms is that information sources are primarily associated with library and information science, while information resources are associated with information and communication technologies. In the literature, resources are defined as everything that is significant and valuable in the process of satisfying specific needs and/or achieving specific goals. Resources can be human, natural, technological, or financial. Information resources, in the field of humanities and library science, refer to information and communication technologies and the management of information flows. Specialists distinguish several types of information resources when it comes to information management: System support, including computers and telecommunications; Processing of data, images, etc.; Information conversion; Communication channel management; 113 Chatterjee, A. (2016). Information sources: Chapter B. In Elements of Information Organization and Dissemination (pp. 9–45). https://doi.org/10.1016/b978-0-08-102025- 8.00002-8 114 Chatterjee, A. (2016). Information sources: Chapter B. In Elements of Information Organization and Dissemination (pp. 9–45). https://doi.org/10.1016/b978-0-08-102025- 8.00002-8 115 Unpublished sources. (n.d.). Birmingham City University. https://www.bcu.ac.uk/library/services-and-support/referencing/harvard/unpublished-sources  Information storage and retrieval116,117,118. The sources of information in library and information science are referred to as information sources and encompass a wide range of materials, including documents, institutions, organizations, and individuals. For example, when we want to know the meaning of a specific term or learn more about a country or city we want to visit, we consult dictionaries and encyclopedias and/or visit a library, archive, research institution, etc., or we consult experts in the relevant field to learn more about the issue we are interested in. Information sources are categorized by type, content, media, and access method, with two main categories: documentary and non-documentary119,120,121. 3.2. How to critically assess information and how to use generative artificial intelligence in library The complex of skills encompassed by the term “information literacy” are essential life skills that relate to personal and professional development. They influence educational achievements and the decisions we make in every situation, daily. Informed decisions are made after a critical analysis of the sources from which information is drawn. For example, when preparing a school or university project, researching the causes of the negative impact of coal mines on the environment or seeking the best educational institution in the field of library and information science, it is necessary to review a large number and variety of documents and resources. This includes both the selection of sources and their evaluation in terms of authority, accuracy, reliability, etc. Several frameworks for information evaluation are known, which naturally emerged to serve the interests of researchers and higher education, but are in fact applicable to school education, any situation, and any case. This is due to their simple structure and applicability to a variety of sources and resources. 116 Resources vs. Sources - What’s the Difference? | This vs. That. (n.d.). This Vs. That. https://thisvsthat.io/resources-vs-sources 117 Schneyman, A. H. (1985). Organizing Information Resources. Information Management Review., 1(1), 34–45. 118 Feather, J., & Sturges, P. (Eds.). (1997). Information resources. International Encyclopedia of Library and Information Science, 263–264. 119 Bemis, M. (2014). Library and Information Science: A Guide to Key Literature and Sources. United Kingdom: American Library Association. 120 SINGH, G. (2013). INFORMATION SOURCES, SERVICES AND SYSTEMS. India: PHI Learning. 121 Sen, B. K. (2006). Information Sources: Categorisation: Unit-5. In Block-2 Information Sources, Systems and Programmes Collection. Indira Gandhi National Open University, New Delhi. http://hdl.handle.net/123456789/11113 One of the most well-known frameworks for evaluating information sources is the CRAAP test. Over the years, this evaluation method has been criticized quite a bit, but as university instructor and information literacy specialist Allison Hosier points out in her post, the criteria it sets, although simplified, are a good starting point, especially for newcomers to research122. The test involves evaluating sources based on 5 main criteria: Currency, Relevance, Authority, Accuracy, and Purpose, which are associated with several important questions that need to be answered: Fug. 16123,124,125 Another approach used in student training is the SIFT method, developed by one of the critics of the CRAAP information evaluation framework, Mike Caulfield. 122 Ahosier. (2019, December 17). Selected resources: A Short History of CRAAP. Studying Research. Retrieved September 18, 2024, from https://studyingresearch.com/2019/12/17/selected-resources-a-short-history-of-craap/ 123 Meriam Library, California State University. (2024, October 8). Research guides: HSS 1000: Introduction to Research: CRAAP Method. Retrieved October 11, 2024, from https://guides.lib.lsu.edu/HSS1000_intro_to_research/CRAAP 124 Library Guides: Evaluating Resources and Misinformation: CRAAP test. (2024, August 7). Retrieved September 10, 2024, from https://guides.lib.uchicago.edu/c.php?g=1241077&p=9082343 125 Academic English UK. (2018, July 8). Evaluating sources. Retrieved September 24, 2024, from https://academic-englishuk.com/evaluating-sources/ He is a scholar and educator studying the problems of disinformation. SIFT can be applied to a variety of documents, especially news and online media. It is based on the concept of Four Moves (things to do), which help us analyze the reliability of information126. Fig. 17127,128,129 Another well-known framework, primarily used in higher education, is the RADAR Framework, developed in 2013 by Jane Mandalios. It also relies on 5 main criteria (Relevance, Authority, Date, Appearance, Reason) to evaluate information sources, both print and electronic. 126 Caulfield, M. (2021, February 15). SIFT (The Four Moves). Hapgood. Retrieved September 13, 2024, from https://hapgood.us/2019/06/19/sift-the-four-moves/ 127 Caulfield, M. (2021, February 15). SIFT (The Four Moves). Hapgood. Retrieved September 13, 2024, from https://hapgood.us/2019/06/19/sift-the-four-moves/ 128 Long, L., Minervini, A., & Gladd, J. (2020, August 18). Evaluating sources using the SIFT model. Pressbooks. Retrieved September 18, 2024, from https://idaho.pressbooks.pub/write/chapter/evaluating-sources-using-the-sift-model/ 129 Library Guides: Evaluating Resources and Misinformation: the SIFT Method. (2024, August 7). University of Chicago Library. Retrieved September 20, 2024, from https://guides.lib.uchicago.edu/c.php?g=1241077&p=9082322  Fig. 18130,131,132,133 Of course, there are other methods and approaches that allow for the evaluation of the range of sources and resources with which we work and encounter daily. In reality, several approaches are applied simultaneously, often at an unconscious level, especially by those who have made these skills a part of their essence. In the educational process, particularly in the field of library and information science, educators also use multiple frameworks in their work to develop students’ information skills. For specialists, this is necessary not only from the perspective of the personal development of learners but also for making decisions that are essential to their professional field. Another aspect, often subconscious in adults, is what researchers call “critical thinking,” a skill that is part and parcel of the concept of information literacy. Thinking critically about the world around us is a way of perceiving things and events on a personal, professional, socio- economic, national, and global scale; it’s the realization that not everything is as it seems, that not everything we hear is true, and that we are surrounded by an 130 Mandalios, J. (2013). RADAR: An approach for helping students evaluate Internet sources. Journal of Information Science, 39(4), 470-478. 131 Research guides: writing: Evaluating resources. (2024, July 10). Western Libraries. Retrieved September 6, 2024, from https://guides.lib.uwo.ca/writing/evaluatingresources 132 LibGuides: Evaluating sources: using the RADAR Framework: RADAR Framework. (2024, July 19). Loyola Marymount University Library William H. Hannon. Retrieved September 28, 2024, from https://libguides.lmu.edu/aboutRADAR 133 Guides: Evaluating Sources: RADAR. (2024, August 27). Southern Alberta Institute of Technology Reg Erhardt Library. Retrieved September 23, 2024, from https://libguides.sait.ca/RADAR overwhelming amount of information, not all of which aims to present reality. There are numerous definitions of critical thinking. One of them presents a vision of the critical thinker, describing them as intellectually curious, informed, reasonable, open-minded, flexible, solution-oriented, and analytical134. Others argue that critical thinking requires criteria to guide it, is self-correcting, responds to context, and provides intellectual empowerment135 (intellectual empowerment, through the acquisition of knowledge and skills, enhances personal, social, and economic well-being, enabling individuals to make informed decisions, think critically, and solve problems creatively136). Robert Ennis defines critical thinking as “reasonable reflective thinking that is focused on deciding what to believe or do,” highlighting its connection to information literacy137. This connection is evident in CILIP’s 2018 definition: “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society”138. However, as Helena Hollis notes in a comprehensive review, library and information professionals have a narrower understanding, suggesting that: Information literacy skills enhance critical thinking; Critical thinking has a positive impact on information literacy; The understanding of information literacy as a type of critical thinking is too narrow and inconsistent with the definition of information literacy provided by CILIP, according to the author of the definition139. 134 Zhang, L. F. (2003). Contributions of Thinking Styles to Critical Thinking Dispositions. The Journal of Psychology, 137(6), 517–544. https://doi.org/10.1080/00223980309600633 135 Lipman, M. (2003). Critical thinking: What can it be? In A.C. Ornstein et. al. (Eds.), Contemporary issues in curriculum, 4th ed., pp. 149-156. New York: Pearson 136 Tripathi, A. (2023, June 13). Knowledge is power: The importance of intellectual empowerment. Retrieved September 27, 2024, from https://www.linkedin.com/pulse/knowledge-power-importance-intellectual-empowerment- kirti-tripathi 137 Ennis, R. (2016). Definition: a three-dimensional analysis with bearing on key concepts. OSSA Conference Archive, 105. 138 MacDonald, G. (2018, October 10). What is information literacy? CILIP: The Library and Information Association. Retrieved September 27, 2024, from https://www.cilip.org.uk/news/421972/what-is-information-literacy.htm 139 Hollis, H. (2019). Information literacy and critical thinking: different concepts, shared conceptions. Proceedings of the Tenth International Conference on Conceptions of Library and Information Science, Information Research, 24(4). https://informationr.net/ir/24- 4/colis/colis1921.html Presenting Barbara Thayer-Bacon’s concept of critical thinking in her research140, the author concludes that: If we conceptualize critical thinking in this collaborative and encompassing manner, it seems to fit very closely with conceptions of information literacy; the material of the quilt is the information, and both information literacy and critical thinking authors have many tools that can be shared and deployed together to work with that material and shape it in the intuitive and creative way Thayer-Bacon describes. Information literacy and critical thinking in their weak sense have been found to be distinct through emphasis on different sets of basic skills in this analysis. However, strong sense conceptions have much to offer authors working across all disciplines utilizing both concepts141. The use and evaluation of information to solve a wide range of personal and professional problems, even when critical, is inherently subjective and dependent on the knowledge, or even wisdom, accumulated by the individual. However, the skills associated with them remain necessary, especially considering the new opportunities and challenges arising from Generative AI and what we call Industry 4.0. According to Abid Hussain, the libraries of the twenty-first century are shifting their paradigms from traditional setup to modern information networking142 and his signifies a radical transformation of the roles and responsibilities of library professionals in all types of libraries143. So far, it seems that university libraries are more excited about the development and application of generative AI, given the significant impact and changes that AI tools have had on scholarly communication, as shown in two recent studies by Springer Nature144 and the American Association of Research Libraries145, but this is unlikely to last long. 140 Thayer-Bacon, B. J. (2000). Transforming critical thinking: thinking constructively. New York (N.Y.): Teachers college press. 141 Hollis, H. (2019). Information literacy and critical thinking: different concepts, shared conceptions. Proceedings of the Tenth International Conference on Conceptions of Library and Information Science, Information Research, 24(4). https://informationr.net/ir/24- 4/colis/colis1921.html 142 Hussain, A. (2020). Industrial revolution 4.0: implication to libraries and librarians. Library Hi Tech News, Vol. 37 No. 1, pp. 1-5. https://doi.org/10.1108/LHTN-05-2019-0033 143 Chigwada, J. P., & Chisita, C. T. (2021). Introduction to the Fourth Industrial Revolution and libraries. In Emerald Publishing Limited eBooks (pp. 3–15). https://doi.org/10.1108/978-1- 80043-656-520201010 144 Hoving, S. (2024, August 1). AI in libraries: Improving tradition through innovation | For Librarians | Springer Nature. Retrieved September 21, 2024, from https://www.springernature.com/gp/librarians/the-link/technology-blogpost/ai-libraries- tradition-innovation/27407176 145 Lo, L., & Vitale, C. (2023, May 9). Quick poll results: ARL Member Representatives on Generative AI in Libraries — Association of Research Libraries. Association of Research Another study conducted in public libraries in the US and Canada identified 5 categories of AI-related activities: Learning about AI: Open lectures and podcasts; Using AI: Hands-on workshops on practical applications; Discussing AI: Seminars and conversations; Innovating with AI: Makerspaces; Experiencing AI: Exhibitions. The authors conclude that public libraries are not yet sufficiently active in this area and have a rather limited role in raising awareness about AI and fostering inclusive civic engagement146. The authors of the article “The evolving role of libraries in the Fourth industrial revolution” argue that technologies specific to Industry 4.0 are transforming the way libraries deliver services, manage resources, and interact with users. By adopting these technologies, libraries enhance user experience, improve efficiency, and remain relevant in the evolving information landscape. They group some of the applications of today’s technologies in libraries, such as: Artificial Intelligence (AI): 1. Implementation of intelligent services in library activities, related to the analytical and synthetic processing of documents, collection building, and query fulfillment; 2. Use of chatbots to answer basic or frequently asked user questions; 3. Personalization of recommendations through analysis of user preferences (e.g., borrowing history) to enhance the user experience; Internet of Things (IoT): 1. Creating smart spaces where technologies regulate lighting and temperature based on preferences and occupancy, providing a more comfortable environment and efficient workflow; 2. Tracking occupancy in workspaces helps optimize the use of individual spaces and facilitate social distancing; Data Analytics: Data analytics is a process of examining, cleaning, transforming, and interpreting data with the goal of extracting valuable insights and making informed decisions. This new focus on collecting data and analyzing it with purpose is where the authors see the future of library analytics. Libraries have long been consumers of data, relying on it to inform services and collection management decisions147. Libraries. Retrieved September 25, 2024, from https://www.arl.org/blog/quick-poll-results-arl- member-representatives-on-generative-ai-in-libraries/ 146 Huang, Z., Gasco-Hernandez, M., Prasad, A., & Gil-Garcia, J. R. (2024). Public libraries and their role in raising awareness about AI and fostering inclusive civic engagement: current practices and future development. Proceedings of the 25th Annual International Conference on Digital Government Research, 703–710. https://doi.org/10.1145/3657054.3657137 147 Isiaka, A. O., AREMU, B. A., BAMIDELE, B. A., SABA-JIBRIL, S., & IBITOYE, A. R. (2024). THE EVOLVING ROLE OF LIBRARIES IN THE FOURTH INDUSTRIAL REVOLUTION: NAVIGATING DIGITAL TRANSFORMATION - ProQuest. Library Philosophy and Practice. https://www.proquest.com/openview/e9988a6cd3b5fcb76ceab0eab1b511b7/1?pq- origsite=gscholar&cbl=54903 Another study highlights some activities where Generative AI can have a positive impact: Content Recommendation Interactive Virtual Librarians Generation Systems Learning Archival Purposes Accessibility Creative Projects Data Analysis Curation Customization Assistance Fig. 19 Generative AI has great potential to transform the library field and business by improving not only the user experience but also by facilitating the work of professionals in a number of ways148. However, it is crucial to address a number of significant challenges, such as AI ethics, user privacy, etc. 3.3. Designing search and research strategies: Library skills, tips and tricks Chapter 4. The legal use of information Anthi Baliou, IHU Svetoslava Dimitrova, ULSIT Plamena Zlatkova, ULSIT Marchela Borisova, ULSIT 4.1. The EU copyright law: Case studies from BG, GR, RO, PT, and LV 148 Hazarika, H., Achumi, A. S., & Konch, P. K. (2024, September 19). Exploring the Future Possibility of Generative AI in Libraries: A Comprehensive study. INFLIBNET’s Institutional Repository. Retrieved September 25, 2024, from https://ir.inflibnet.ac.in/handle/1944/2468 Introduction The term “intellectual property” is set for types of property that result from creations of the human mind, the intellect. In fact, the term intellectual property in the Convention Establishing the World Intellectual Property Organization, or WIPO, does not have a more formal definition. The Member States that have already drafted the Convention accept comprehensive list of the rights as relating to: “Literary artistic and scientific works; performances of performing artists, phonograms, and broadcasts; inventions in all fields of human endeavour; scientific discoveries; industrial designs; trademarks, service marks, and commercial names and designations; protection against unfair competition; and “all other rights resulting from intellectual activity in the industrial, scientific, literary or artistic fields.” (Convention Establishing the World Intellectual Property Organization, signed at Stockholm on 14th July 1967, Article 2 (viii)). Generally speaking, intellectual property legislation aims to protect artists and other creators of intellectual goods and services by giving them certain time- limited rights to control the use of such works. Rights are not valid for the physical object in which creation can be embodied, but for intellectual creation as such. Intellectual property, in general, can be divided into two main categories – “industrial property” and “copyright”. The objects referred to as literary, artistic, and scientific works belong to the category “copyright” of intellectual property. Whereas the objects referred to as performances by artists and performers, sound recorders and radio and television broadcasts, are commonly referred to as “related rights”, i.e. rights related to copyright. The objects referred to as inventions, designs, trademarks, trade names and designations are in the category of “industrial property” of intellectual property. When a person produces an original work in a tangible medium, they also automatically become the owner of the copyright in the work created. By owning and registering (not necessary for every country and for every type of creation protected with copyright) the copyright, the owner has the exclusive right to use the work, but there are certain exceptions. Find out from the following what copyrights are, who can own them, what a copyright assignment is, and how long copyright protection lasts. Copyright on a work of intellectual creation is recognized and protected, independently of bringing it to public knowledge, by the simple fact of its realization, even in an unfinished form. According to the law, in EU countries, copyright will protect intellectual property for a period of 70 years from the time of the death of the author or from the death of the last surviving author, if we are talking about works made by a group of people. Outside the European Union, in countries that have signed the Berne Convention, the duration of protection may vary, but is generally a minimum of 50 years from the time the author died. Bulgaria This case study explores the complexities facing cultural institutions, especially libraries, in managing their digital collections amid rising demands for AI model training data. Libraries and cultural heritage institutions have a mandate to preserve knowledge and facilitate access, traditionally advocating for open access to information. However, as AI systems require large and varied datasets for training, these institutions face unprecedented pressure from different stakeholders to increase control over access to their collections. On the one hand, knowledge institutions such as libraries use AI in multiple capacities. Certain AI applications prove particularly valuable in enhancing the analysis and accessibility of knowledge and cultural heritage, achieving results that would be unattainable or excessively time- consuming without such technological assistance. There are numerous beneficial applications of so-called text and data mining (TDM) that align with the mission and objectives of libraries. On the other hand, libraries’ digitised collections, which span centuries and contain both public domain and copyrighted materials, are invaluable resources for AI training. This high-quality, curated content supports computationally driven research. As a result, libraries are both users of and “donors” for mining technologies, which places them uniquely where AI training is concerned. Legal Framework for Text and Data Mining and AI Training The European Union’s text and data mining (TDM) framework under Directive (EU) 2019/790 has provided a structure for governing how public sector institutions, such as libraries and archives, can navigate copyright issues in the context of AI. The Bulgarian case presents specific challenges and interpretations, reflecting broader regional issues and illustrating the impact of the TDM framework on knowledge management. Firstly, the Directive (EU) 2019/790 offers libraries, as cultural heritage institutions, a TDM exception to copyright law, allowing them to use materials for research purposes without securing individual permissions (Article 3 of the Directive). This copyright exception is mandatory and imperative (cannot be overridden by contract or technical protection measures). The norm is transposed in Bulgaria in Article 26g (чл. 26ж) of the Bulgarian Copyright and Neighbouring Rights Act (CNRA) which allows libraries and other specified institutions (e.g., universities and museums) to conduct automated analysis of text and data for scientific research without needing rightsholder consent or paying royalties, provided that they have lawful access to the materials. The law mandates that such usage be limited to actions essential for reproduction or extraction, specifically for TDM purposes. This section ensures that institutions involved in non-profit, public-interest research can legally use copyrighted materials under TDM exceptions, preserving the scope for public and scientific research institutions to operate without extensive licensing restrictions. Furthermore, Article 4 of Directive (EU) 2019/790 introduces a broader copyright exception applicable to both commercial and non-commercial users. This general TDM exception is also mandatory, however, where the research TDM exception is imperative, this one can be overridden unilaterally by rightsholders if they explicitly reserve their rights. Thus, according to EU law, AI training (incl. for commercial purposes) is a form of use covered by copyright exceptions, from which rightsholders can formally opt out in certain cases. Consequently, Bulgaria’s Article 4 transposition, in Article 26е of the CNRA, regulates broader automated analysis for commercial and non-commercial purposes. This provision permits TDM activities without prior rightsholder consent if the beneficiaries maintain lawful access to materials. As per its EU counterpart, the Bulgarian general TDM exception states that rightsholders may opt out from the use. This may happen by way of embedding restrictions in machine-readable metadata that the software performing the automated analysis can detect. It should be acknowledged that neither of the two exceptions—at the EU level nor at the national level in Bulgaria—requires quoting an author. This is logical, as neither automated analysis of text and data in general, nor AI training in particular, including the so-called General Purpose AI (GPAI) training, involves any communication to the public as is. The debates that this regulatory framework has legitimately sparked in relation to AI training centre around two major points: (i) interpreting the lawful access requirement, and (ii) determining the scope of opt-outs of the general TDM exception under Article 4 of the Directive, including who has the right to opt out and the method by which this can be done. Approach to Knowledge Management in Libraries Currently, because of implications linked to commercialisation of generative AI, libraries face considerable pressure from the side of rightsholders and information providers regarding how they manage access to their collections. However, in terms of who is authorised to prohib