The COVID-19 pandemic generated a significant shift in online activity as schools and higher education institutions pivoted from face-to-face work to remote work. Left unexamined during this rapid transition were issues associated with privacy. The purpose of this chapter is to review literature on privacy literacy and its implications. It defines privacy literacy (PL) in both K-12 and higher education domains, describes privacy-related librarian responsibilities, examines existing PL curricula in both K-12 and higher education environments, and advocates for librarians to integrate privacy literacy into digital citizenship curricula. Existing curricula at all levels of education provide alignment with existing instructional standards and lay the groundwork for future efforts. Because technology continues to evolve, it is important to consider the spectrum of learner needs from kindergarten through adulthood and scaffold instruction accordingly. Furthermore, providing PL learning opportunities for librarians will allow them to educate important stakeholders in both K-12 and higher education communities.

Rivera, B. M., & Grotewold, K. S. (2023). Privacy literacy and library instruction. In D. Cockerham, R. Kaplan-Rakowski, W. Foshay, & M. J. Spector (Eds.), Reimagining Education: Studies and Stories for Effective Learning in an Evolving Digital Environment (pp. 251-265). Springer International Publishing. https://doi.org/10.1007/978-3-031-25102-3_21