Purpose Information literacy (IL) within the everyday life context is regarded as an important condition for civic participation and engagement, informed citizenship, health and well-being. However, compared to the significant amount of IL research within educational and workplace settings, there has been relatively little research in relation to the value of IL within everyday life situations. The purpose of this paper is to explore existing empirical research that addresses aspects of IL within the context of everyday life, identifying current gaps in the literature, highlighting key theoretical positions, and mapping trends. Design/methodology/approach The review has been conducted in the form of a scoping study that aims to map the key concepts underpinning this research area and the main sources and types of evidence available. It is based on journal literature reporting primary research, published from 2000 to 2016 and sourced from a range of different databases covering IL research. Findings IL practices take place within diverse everyday life contexts. The key research directions have been categorised into four broad contextual areas, encompassing leisure and community activities, citizenship and the fulfilment of social roles, public health and critical life situations. These point to the need for developing an IL mind-set which is discussed as an adaptive, transferable and ongoing activity that transgresses the boundaries of prescribed skills within the specific contexts of work and education. Originality/value This research area is still in its infancy and more varied contexts need to be explored to nurture a robust understanding of the use and impact of IL in people’s everyday lives. The paper also highlights the implications of the lack of IL and identifies the key players in the advocacy of IL within different everyday life settings.

Article Bruce et al. 2017. Information literacy and informed learning: conceptual innovations for IL research and practice futures. Journal of Information Literacy, 11(1), pp.4-22. http://dx. AbstractOur paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy (IL), more recently labelled 'informed learning'. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previously published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to IL. In this paper, Christine Bruce introduces the background to this work and the contributing researchers, as well as providing concluding comments. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network.The key ideas presented are: The Expressive window for IL (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and Informed Systems (Mary Somerville and Anita Mirijamdotter). In each section, the respective authors reflect on what the idea is about, where it came from and what it might mean for research and practice. http://dx.

This paper reviews research related to immigrants' information experience. It identifies key themes in the literature associated with immigrants' engagement with information. The review suggests that immigrants: (a) have identified information needs; (b) tend to rely on both social networks and the Internet as sources of information; and (c) face certain obstacles to information access. The review also highlights the importance of culturally appropriate information and emphasises the role of information and libraries as key components of social inclusion. As an outcome of this analysis, these themes become key components of an evidenced-based 'informed social inclusion framework' that defines the role of information in immigrants' settlement journey towards social inclusion. Through providing a holistic portrait of information research within the migration context, the framework innovatively introduces information as one of the inseparable aspects of the multidisciplinary domain of migration studies. The framework is intended to be used as a guide to inform both research directions in information-focused migration studies, and the professional practice of libraries and other information agencies serving immigrant communities.

No abstract

No abstract

A collaborative design initiative in a North American academic library was initiated in 2016 to enhance information literacy and enrich learning conditions in the workplace. This paper describes co-workers' information intensive and learning centered design processes, which intend to further collective capacity for 'using information to learn' over a twelve-month period. Throughout, attention focused on aspects of informed learning-being aware of the kinds of information we are using, how we are using information and how different forms of information come together to inform and transform our work. Reflection and dialogue on information experience stories further aimed to inform information experience design-to allow individuals and groups to experience information and the information environment surrounding it in a range of increasingly complex ways which offers them a richer, broader and more effective information engagement experience.

Purpose The purpose of this paper is to provide an understanding of skilled immigrants’ lived experience of using information to learn about their new setting. Design/methodology/approach Thematic analysis was conducted on a qualitative data set collected through 16 semi-structured interviews with newly arrived skilled immigrants in Australia. Findings The study uncovered six different themes of experiencing using information to learn among skilled immigrants. The themes, presented as a framework, explain skilled immigrants learn about their new life through: attending to shared stories by others; getting engaged; researching; comparing and contrasting past and present; being reflective; and being directly educated. Research limitations/implications The study presents the theory-to-practice translation approach of “information experience design” that enables the enactment of theoretical understanding of information research. Originality/value The study invites, encourages and enables information professionals to take part in interdisciplinary conversations about integration of skilled immigrants in their host countries. Using the presented framework in the study, information professionals will be able to explain skilled immigrants’ learning about their new setting from an information lens. This provides information professionals an opportunity to work with immigration service stakeholders to help them incorporate the presented framework in their real-world practice and service. Such practice and services are of potential to support newly arrived skilled immigrants to become more information literate citizens of the host society who can participate more fully in their host society.

No abstract