Me and You and Everything We Know: Information Behavior in Library Workplaces

Galoozis, Elizabeth

doi:10.1201/b20002-5

Cited by 1 publication

(2 citation statements)

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“…In contrast, studies of other higher education professionals, including librarians and professional services staff, have been more limited. Exceptions include a handful of critiques related to librarian working conditions, including related to information sharing (Galoozis, 2014) and emotional/affective labour (e.g., Sloniowski, 2016). Information literacy scholarship has also tended to avoid studying the professional context of higher education with Bruce's (1999) study of university staff, including counsellors, IT professionals and staff developers, remaining one of the few pieces of research to explore how information is implicated in daily campus work practices.…”

Section: The Work Of Higher Educationmentioning

confidence: 99%

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Fractured academic space: digital literacy and the COVID-19 pandemic

Lloyd

Hicks

2023

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PurposeThe study focussed on information literacy practices, specifically on how higher education staff managed the transition from established and routinised in-person teaching, learning and working practices to institutionally mandated remote or hybrid working patterns during the COVID-19 pandemic.Design/methodology/approachThe qualitative study forms part of a broader research project, examining how information literacy and information practices unfolded during the COVID-19 pandemic. Phase Three of this project, which forms the subject of this paper, employed semi-structured interviews to explore the impact of COVID-19 on the workplace and, in particular, the role that technology and digital literacy plays in enabling or constraining information literacy practices necessary for the operationalisation of work.FindingsThe complexities of the COVID-19 pandemic precipitated a fracturing of workplace information environments and worker information landscapes by disrupting all aspects of academic life. The study recognises that whilst the practice of information literacy is predicated on access to modalities of information, this practice is also shaped by material conditions. This has implications for digital literacy which, in attempting to set itself apart from information literacy practice, has negated the significant role that the body and the corporeal modality play as important sources of information that enable transition to occur. In relation to information resilience, the bridging concept of fracture has enabled the authors to consider the informational impact of crisis and transition on people's information experiences and people's capacity to learn to go on when faced with precarity. The concept of grief is introduced into the analysis.Originality/valueThis study presents original research.

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Section: The Work Of Higher Educationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%