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Information Literacy in the Workplace

Information Literacy (IL) in the contemporary workplace is explored from new perspectives by a panel of international experts, in this recently published book. The themes discussed broadly fall into the following categories of information literacy: personal experience, workplace, best practice and ethics, and promotion. Detailed case studies highlight the reality of the IL experience with its complexity and contextuality. Diagrams and models of complex networks indicate, how complicated workplace structures can be, and investigate where information literacy should be optimally placed. Two chapters held particular interest for me. In ‘Virtuality at work: an enabler of information literacy’, Abdi argues for a virtual community of practice as experienced by web developers. To web developers, this ‘is the most relevant and common source of information’. Abdi refers to this professional context as being ‘translocal’. By juxtaposing the physical workplace with the virtual one, there is scope for expanded activities and opportunities for interaction and IL to be included. In the chapter on ‘Information literacy’s role in workplace competence, ‘best practice’ and the ethics of professional obligation’, Forster strongly contends for the role ethics needs to play in IL. He believes that ethics has not been a focus of research to date. Referring to his studies of nurses, he demonstrates that a failure to procure quality knowledge can have devastating consequences for patients and their families. This knowledge gap or ‘personal deficit’ and its repercussions are not the sole domain of the healthcare sector, but extend to all fields relying on information to function. Forster makes a strong convincing point that it is incumbent upon all knowledge workers to go beyond mere competence in the workplace and aim for best practice. Other chapters focus on the need to prepare all students for the transition, from theory-based IL to integration and immersion in the workforce. To this end, university librarians need to regularly review and develop pedagogical practices and introduce the concept of ‘literacies of information’ to students where possible. Their role is to supplant students ‘know-how knowledge with know-why’. The content of this book is challenging at times. Not everyone may be cognisant with the various theories explored. This said, it goes a long way to study, promote and reassert the centrality of IL in today’s highly technical, highly digital world. It is also worth noting the extensive reference list. Students, librarians, professionals and organisations would do well to consider and explore the increasingly driven imperative that IL skills will be needed in a connected, ethical, constantly evolving future, and this book provides a platform to start on this road.