“…It has been argued for some time that high levels of information literacy (IL) are regarded as an important part of a successful learning journey in higher education (Secker and Coonan, 2011), every-day life (Whitworth, 2014) and work (Crawford and Irving, 2012) and, therefore, a solution to the issue of poor IL capabilities in young people. The sub-set of cognitive, metacognitive and affective (emotional) capabilities which enable people to make sound judgements about information (known as information discernment) are critical components of IL (Walton and Cleland, 2017;Walton, 2017;Walton et al, 2018a, Wong et al, 2021. These capabilities may hold the key to addressing the issue of misinformation for example fake news (including artificially generated fake textsee Schwartz, 2019), "counter-knowledge" (Sanchez-Casado et al (2015) and "post-truth" at a time when these issues are becoming ever more prevalent and harder to discern in the information landscape (Lewandowsky et al, 2012(Lewandowsky et al, , 2017.…”