Editorial Policies

Focus and Scope

Communications in Information Literacy (CIL) is a peer-reviewed journal devoted to advancing research, theory, and practice in the area of information literacy in higher education. CIL is an independent, professional, and open access publication. The editors of CIL are committed to the exploration and investigation of the various models of information literacy throughout the world, and they are faithful to unpolluted principles of open access for academic research.

CIL uses the Open Journal Systems journal management and publishing system.


Section Policies


This section of CIL includes essays written by the editors as they pertain to the state of the journal or current events in the discipline. This section also includes invited works and regularly contributed columns.

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Research Articles

This section of CIL includes peer-reviewed feature articles, which may be research-based or theoretical in nature. Literature review papers are generally discouraged, but those including in-depth investigation and noteworthy conclusions will be considered. The primary audiences for articles in this section are academic librarians and library educators, but we encourage contributions from all academic disciplines and from institutional administrators. Please send queries to the editors at editors@comminfolit.org.

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Innovative Practices

This section of CIL presents peer-reviewed case studies that report on innovative information literacy instruction practices in higher education contexts. The primary audiences for this section are academic librarians and other library personnel and educators who are engaged in information literacy instruction and who may use the reported innovations to inform their own practices. Submissions for this section should therefore foreground information literacy innovations and their actual or potential contributions to professional practice and to teaching and learning.

Innovations that are explored in this section might occur in a wide range of higher education contexts, including but also extending beyond in-person, classroom-based information literacy instruction. When articulating innovative practices, authors are encouraged to consider librarians’ evolving instructional roles. The section editors are particularly interested in innovation approaches that reflect the authors’ sensitivity and responsiveness to local contexts. Authors are invited to be critically reflective about the impact, the possibilities, and the challenges that they experience with their innovative projects at the local level, as well as how their experiences might help to inform reflective and innovative practices in other environments.

Manuscripts should be no more than 5,000 words and will ideally include the following:

* Explanation of what makes the reported project/practice innovative
* Reflection on practice and on lessons learned
* Description of the context of the innovative practice (e.g., instructional environment or institution, target population, project purpose, collaborators)
* Significance the innovation might have to academic librarians and other library personnel and educators
* Considerations for readers who might adapt the project to other contexts
* Assessment of the project and/or possible approaches to future assessment. (While submissions will ideally include clear evidence of the impact of the project, articles that discuss less formal assessment modes or plans for future assessment are also welcome.)

Please send queries to the editors at innovativepractices@comminfolit.org.

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This section of CIL consists of provocative and thoughtful essays on various aspects of information literacy in academic libraries. These pieces are not peer-reviewed, but are worked on in conjunction with our section editor. If you are considering such a piece, please contact the section editor, Stewart Brower, at stewart-brower@ouhsc.edu.

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Book Reviews

This section contains reviews of books related to theory, research, and practice in the area of information literacy. The book titles reviewed in this section may be theoretical, research based, or offer pragmatic support of practice. Both the books and their reviews should speak to librarians and other professionals (student support staff, administrators, course instructors, or others) in higher education, who are concerned with teaching and learning. Reviews are not being accepted at this time, but interested reviewers are welcome to contact the editors for updates or other relevant queries: editors@comminfolit.org.

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Peer Review Process

CIL uses double-blind peer review for article submissions. Editorials, perspectives papers, and book reviews are subject to the appraisal of those section editors.


Publication Frequency

CIL is published a minimum of two times per year. Some articles may be released in advance of an issue's publication, but all articles are assigned an individual volume and issue number.


Open Access Policy

CIL provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

CIL users have the right to read, download, copy, distribute, print, search, or link to the full texts of any and all of its published materials.



This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...


Indexing and Availability

This journal is currently indexed by several major bibliographic services, including:

* Directory of Open Access Journals
* EBSCO (Library Literature and Information Science; Library, Information Science & Technology Abstracts)
* Elsevier Science (SCOPUS)
* Google Scholar
* Proquest (Library and Information Science Abstracts)
* Thomson Reuters (Emerging Sources Citation Index)

Additionally, the journal is cataloged by the following services and directories:

* OCLC: WorldCat
* Public Knowledge Project
* Ulrich's Periodicals Directory
* Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science



As meetings of the Editorial Board occur, minutes will be taken and linked from this section.


Statistics on Article Views

Article view statistics are available for CIL authors. Instructions:

1. Login with your CIL credentials
2. Click on User Home link
3. Click on Author link
4. Click on Archive link

For other queries concerning article view statistics, contact the editors: editors@comminfolit.org


Information Literacy Sites of Interest

ISSN: 1933-5954