Cultivating citizen diplomats: information diplomacy as pedagogy in contested information environments

Purpose This paper aims to introduce information diplomacy as pedagogy, a model for operationalizing the Association of College and Research Libraries Framework for Information Literacy for Higher Education in civic and global contexts. The model integrates experiential learning with public diplomacy principles to prepare students as ethical, strategic communicators in contested information environments. Design/methodology/approach A dual-case design evaluated the model in two contexts: a US undergraduate course on mis/disinformation and a Finnish graduate seminar on infodemic management. Data included open-ended surveys, student reflections and instructor field notes, analyzed thematically through the lens of the ACRL framework, Kolb’s experiential cycle and information diplomacy anchors. Findings Students progressed from conceptual understanding to applied civic practice, reporting increased ability to evaluate authority, trace information value and engage in trust-building communication. Deliverables such as policy briefs, social listening tools and infodemic reports demonstrated real-world application, with several adopted by external partners. The model proved adaptable across intercultural settings, though participation dynamics and time constraints highlighted areas for refinement. Research limitations/implications Findings derive from small cohorts and a single researcher–instructor, limiting generalizability. Future work should expand to cross-institutional collaborations, incorporate mixed-method assessments and evaluate long-term civic engagement outcomes. Practical implications Educators can use this model to deepen the civic dimensions of information literacy, equipping students to become ethical communicators and reflective collaborators. Social implications As societies face polarization and declining trust, fostering inclusive, trust-centered information environments is critical. This pedagogy enables students to counter sharp power through soft power practices rooted in reciprocity and dialogue. Originality/value This study extends the ACRL framework into a globally engaged pedagogical model, bridging information literacy, experiential learning and public diplomacy to cultivate citizen diplomats prepared for democratic resilience.