Purpose: The purpose of the research reported in this article is to understand how refugees learn to engage with a complex, multimodal information landscape and how their information literacy practice may be constructed to enable them to connect and be included in their new information landscape. Methodology: The study is framed through practice and socio-cultural theories. A qualitative research design is employed including semi-structured face-to-face interviews and focus groups which are thematically analysed through an information practice lens. Findings: Refugees encounter complex and challenging information landscapes that present barriers to their full participation in their new communities. Social inclusion becomes possible where information is provided via sharing through trusted mediators who assist with navigating the information landscape and information mapping, and through visual and social sources. Research limitations/implications: The study is local and situated and therefore not empirically generalizable. It does however provide rich, deep description and explanation that is instructive beyond the specific research site and contributes to theory building. Practical implications: The study highlights the role, and importance, of social and visual information sources and the key role of service providers as mediators and navigators. Governments, funders and service providers can use these findings to inform their service provision. Originality/value: This is an original research paper in which the results provide practical advice for those working with refugees and which also extends theories of information literacy practice as an information practice.

Purpose -To describe the various landscapes in which information literacy has been explored and to propose new ways of thinking about information literacy. Design/methodology/approach -Draws on constructivist-influenced grounded theory method employed during doctoral research into information literacy practices of firefighters. Findings -Information-literate people are more usefully described as being engaged, enabled, enriched and embodied. Information literacy is conceptualized through this research as a way of knowing. The revised and extended definition is a more appropriate one to underpin an emerging ontological perspective on information literacy and to foster an understanding of information literacy as a meta-competency.Research limitations/implications -The research was limited to an in-depth exploration of one professional group in one geographic location over 18 months. Practical implications -The provision of a broader definition of the information literacy and the illustration of how information is perceived in a variety of concepts broadens librarians' and educators' understanding of information literacy. It offers librarians and educators a different way of thinking about information literacy. Originality/value -This paper reports and expands upon original doctoral research of significance to information professionals and educators.

PurposeInformation literacy is a rich and complex social information practice that is constructed according to specific practical understandings, rules and teleoaffective features which characterise a social site or setting. This paper aims to explore the philosophical and theoretical perspective of practice theory, in particular, the ontological work of Schatzki. These perspectives are to be used to frame an understanding of the features of information literacy as sociocultural practice.Design/methodology/approachA theoretical perspective is introduced to examine the concept of information literacy practice by framing this analysis through a site ontology developed by Schatzki. Sociocultural and practice theory are employed in this exploration of information literacy as sociocultural practice and provide a framework for architecture of information literacy practice.FindingsInformation literacy can be understood as a critical information practice which is organised and arranged through the site of the social, rather than as a reified and decontexualised set of skills.Research limitations/implicationsFraming information literacy research through site ontology and the use of a practice perspective has implications for further research into information literacy and for the development of pedagogic practices related to information literacy instructionOriginality/valueThe paper offers an alternate way of framing information literacy by introducing the concepts related to practice theory.

The study explores how resettling refugees experience a new health environment and develop health literacy practice. The concept of information resilience, which emerges from the grounded experiences of learning to live well is introduced. The study also explores how health narratives are constructed, disseminated and circulated by this particular cohort.

PurposeThe purpose of this paper is to present findings of an enquiry into the use and experience of information, in learning to become an ambulance officer. The paper aims to explore how the information environment is constituted for novice and experience practitioners. The paper also aims to consider what type of information is considered important by novice and experienced practitioners in learning about practice and profession.Design/methodology/approachThe study is approached from an information literacy (IL) perspective, where IL is viewed as the catalyst for learning about work and professional practice. It draws on constructivist‐influenced grounded theory method to explore how an IL experience is constituted for the worker.FindingsThree modalities of information which inform practice are described. IL is illustrated as more than just an experience with text or skills‐based literacy. It is viewed as socio‐cultural practice which is shaped by discourse.Research limitations/implicationsThe research was limited to an in‐depth exploration of one professional group in one geographic location.Practical implicationsThe study highlights the value of an IL approach to understanding how information is experienced in a workplace context.Originality/valueThis paper reports original research of significance to information professionals and educators.