This article explores the past, present, and possibilities of privacy and privacy literacy (PL) instruction in academic libraries. It surveys the scholarship on privacy and privacy literacy from the domains of philosophy, anthropology, history, law, education, and LIS. A privacy conceptual model is proposed demonstrating the zones of informational agency that privacy preserves, and a timeline of privacy and libraries documents key developments in privacy culture in the US. Findings from an original exploratory survey of privacy literacy instruction practices in academic libraries are discussed. The survey identifies the rationales, topics, contexts, methods, and assessments academic librarians use in delivering privacy literacy instruction, as well as barriers against privacy literacy that they encounter. The article concludes with a case study explicating the authors’ own privacy literacy instruction experiences, and specific recommendations for overcoming the barriers to delivering privacy literacy instruction in academic libraries identified in the survey findings.

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Personal technology use can significantly impact wellness. The transition to widespread remote learning, working, and socializing during the COVID-19 pandemic exacerbated society's reliance on technology. This article presents a case study of how the authors applied their privacy scholarship to offer a responsive learning experience for students concerning the social implications of the pandemic. The article also explores the authors' unique approach to digital wellness, which seeks to align wellness goals and habits with respect to technology while placing a special emphasis on privacy, particularly information asymmetries, attention engineering, and the hidden harms of invasive data collection. Digital Wellness as Crisis and OpportunityLibrary instruction traditionally focuses on how information can help us make up our minds, but there is an emerging opportunity to explore how information also makes up our minds. Mental health, including both cognitive and affective well-being, is impacted by information and communications technologies (ICT) and the flow of information through and between increasingly networked lives. The ubiquitous integration of technology in everyday life transforms users' relationships to their devices, selves, loved ones, educational and work experiences, and society at large. Some transformations are positive, as digital access creates new, or even necessary, opportunities. The global COVID-19 pandemic, for example, required /54/ physical distancing for public health, resulting in increased reliance on ICT. However, these benefits come with costs, including hidden harms. Technology use that is unwelcomingly

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This article undertakes a literature review to examine learning analytics through the lens of attention engineering. Informed by a critical literature synthesis from the fields of cognitive science, history, philosophy, education, technology, ethics, and library science, this analysis situates learning analytics in the context of communication and education technologies as tools in the manipulation of attention. The article begins by defining attention as both a cognitive activity and a metaphysical state intrinsic to intellectual freedom. The Progressive Era concept of attention engineering is then introduced and reinterpreted in the context of attention scarcity and academic capitalism in the Knowledge Era. The affordances of information and communications technology replicated in educational technology to facilitate data capture, analysis, and intervention in the form of "nudge" learning analytics are outlined as evidence of contemporary attention engineering in education. Attention engineering in education is critiqued as antithetical to students' intellectual freedom and development as self-sufficient learners and independent thinkers. The academic library's role in teaching and promoting attentional literacy and attentional autonomy is explored as a response to the intellectual freedom challenges posed by learning analytics as a form of attention engineering.