Ibtisam Al Siyabi | n9274162

Queensland University of TechnologyScience and Engineering Faculty

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Name AL SIYABI, Ibtisam

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I am/We are aware of the University rule that a student must not act in a manner which constitutes a breach of the principles of academic integrity as stated and explained in the QUT's Manual of Policies and Procedures (C/5.3 Academic Integrity). I/we confirm that this work represents my individual/our team's effort and does not contain plagiarised material.

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Ibtisam Al Siyabi | n9274162

Workplace Information Literacy: A literature review

Name: AL. SIYABI, Ibtisam

Student Number: N9274162

Tutor’s Name: Ellie Sayyad.

Course: Library and Information Practice (IN22)

Unit Code: IFN611 | Information retrieval

Due Date: 12/06/2016

Word count: 3954

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Table of Contents1.0 Introduction................................................................................................................1

2.0 Descriptions of workplace information literacy................................................................2

2.1 How is IL generally described?.....................................................................................................2

2.2 How is IL described within a workplace setting?.........................................................................3

3.0 The value of IL in the workplace.......................................................................................4

3.1 For organisations.........................................................................................................................4

4.0 Characteristics of information literate workforce.............................................................5

4.1 How should information-literate workforce be?.........................................................................5

4.2 The organisational impact of an information-illiterate workforce...............................................6

4.3 Information resources used by the workforce.............................................................................6

5.0 Challenges for workplace IL..............................................................................................7

5.1 Lack of the term familiarity..........................................................................................................8

5.2 Lack of theoretical perspectives..................................................................................................8

6.0 Future directions for research........................................................................................10

7.0 Conclusion......................................................................................................................11

8.0 Appendix A – Reflections on my learning........................................................................12

9.0 Reference list..................................................................................................................14

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1

1.0 Introduction Information literacy (IL) is one of the crucial library aspects that has emerged in the

last decade. To adapt to rapid changes in technology and the variety of information

landscapes, the need for information literacy skills has been raised. One of the essential

contexts that requires these skills is the workplace. Workplace information literacy is defined

as “the ability to create, store, access and use information is essential to everyone working in

a knowledge-based environment” (Abell & Oxbrow, 2001, p. 132). There are many concerns

associated with workplace information literacy. Since it is a new concept in the workplace

setting, researchers have not yet published a great deal on the issue, so there is a lack of

resources and previous research. In addition, there is no unified definition of workplace

information literacy, so some authors use generic descriptions and others provide more

conceptualised definitions. Furthermore, education is the main context for information

literacy, therefore, researchers have identified the application of its conceptual

understandings to the workplace as a main gap in most of the present literature. This might

cause workplace IL programs to fail because peoples’ information experiences are often quite

different in these two contexts. The lack of different IL frameworks for different workplaces

is also noticeable in the literature.

This literature review will assist the audience of information professionals who seek

to design new information literacy programs in workplace settings. It is also directed to

organisations’ leaders who must consider the effective use of information within their

organisations. Library and Information Science (LIS) students are also targeted, as they will

serve as the base for workplace information literacy development in the future.

The books and articles used in this literature review have been downloaded from three

main online search tools, QUT Library’s online catalogue, Google Scholar and the Google

search engine. In all cases, I searched for “information literacy” as a specific term, along with

the word “workplace”, which is also a specific term. The literature focuses on using the word

“workplace” more than the word “corporate”. In the QUT Library’s online catalogue, I

conducted advanced searches by using fields such as “publication title” and “abstract”; in

Google Scholar, I used the basic search function. In relation to Google search engine, I used

the advanced search option and narrowed the search to those results from the field “term

appearing” and I chose “in the title of the page”. The results were 763, a reasonable number.

This literature review includes two printed books, one eBook and 22 peer-reviewed scholarly

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articles. I also used one thesis, one presentation and one meeting report. The total is 28

sources.

As the topic is already narrow, I have not used any specific time range in my research;

I am hoping to obtain the mother resources for many studies, which will be valuable to

consider for this issue. Additionally, I focused on the publications of two authors, Christine

Bruce and Annemaree Lloyd, as the first is one of the current influencers in IL in general and

the second is an influencer in workplace IL. Lloyd is interested in defining information

literacy within the workplace context (Lloyd and Williamson, 2008). I also found an

annotated bibliography written by Williams, Cooper and Wavell (2014), which I used it to

guide me to the main sources published on workplace IL, which was very helpful.

This paper provides a review of the literature composed to describe the general

concept of information literacy and workplace information literacy. It therefore shows the

value of IL to organisations. This explanation is followed by the main characteristics of an

information-literate workforce, how they should deal with information, what the impact of

information-illiterate workers is on organisations and what information sources workers

normally use. Next, the review addresses the challenges associated with workplace

information literacy, including the lack of familiarity with the term itself and the lack of

theoretical perspectives. The last section proposes directions for future research.

2.0 Descriptions of workplace information literacy

This section involves two main topics, how information literacy is described generally

and how it is described within the workplace setting. Neither of these aspects has a unified

definition, thus different approaches and descriptions are used to define them in the literature.

2.1 How is IL generally described?

Information literacy, as a term, originates from the work of Zurkowski in the 1970s

(Bruce, 2011; Lloyd, 2008), and although many studies have emerged on the topic, IL is still

an immature field (Bruce, 2000, 2011; Lloyd, 2008). Though there are several definitions

within the literature for IL, as Sayyad (2014; 2016) argues, there is no unified definition for

the term. Sayyad supports her argument with logical and rational reasoning and believes that,

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as a concept, different IL researchers could define the term differently according to their

perspectives. She says that there are three approaches used by researchers for describing and

understanding IL: the behavioural, relational and socio-cultural approaches. In relation to the

behavioural definition, IL is “the adoption of appropriate information behaviour to identify,

through whatever channel or medium, information well fitted to information needs, leading to

wise and ethical use of information in society” (Johnston & Webber, 2004, p. 13).

In regards to the relational approach, Bruce (1997, p. 39) said, “studying information

literacy from the viewpoint of people who could be considered to be highly effective

information users in particular contexts, is the first step towards a relational view of

information literacy”. Lloyd (2012) describes IL from a socio-cultural approach as “a

complex collective practice that is negotiated between people who are co-located and

participating in the performances of a setting” (p. 10). Bruce (1997) suggested a relational

model of IL as an alternative to the behavioural model that governs IL education and

research. The reason for this is because she believes that IL is more than the attributes of

information users. Catts (2005) confirms the quality of the relational model of IL, and his

study illustrates its trust-worthiness. He argues that it offers a valuable framework to

conceptualise both the idea of IL and the methods that can be utilised to create people with

high-level IL skills. Many organisations, such as Environmental Resources Management

(ERM), have adopted Bruce’s framework to understand how employees experience

information (Cheuk, 2008).

2.2 How is IL described within a workplace setting?

It is not only that IL in general lacks a clear and single definition, workplace IL also

lacks a unified definition. Cheuk (1998) has noted that the literature of library science has

shown that information literacy has not been formally defined within the context of the

workplace; however, Bruce has tried to study workplace IL within the context of higher

education, although her research is limited to an academic environment.

According to Williams, Cooper and Wavell (2014), none of the researchers in the

literature has tried to define workplace IL although most of them attempted to explore

workplace IL as a concept. They mention that some researchers use general descriptions in

their studies, while others use contextualised definitions. Overall, all contextualised

definitions seem to consider the importance of “social, informal, contextualised processing of

information, the transformation of information to knowledge, information creation, packing,

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and organisation” (p. 3). Therefore, the need to have one distinct definition should be taken

into account by researchers, to make workplace IL concepts more specific and venue-

oriented.

3.0 The value of IL in the workplace

Applying information literacy skills in the workplace has a pervasive impact on

organisations; for example, it can increase productivity and competitive advantages, allow

organisations to seize opportunities and avoid threats, help them to make reliable decisions

and help to solve clients’ problems. This section explains how the effective use of

information can positively affect organisations.

3.1 For organisations

Currently, organisations are facing a vast amount of information, and this can cause

problems for their workforces; however, IL adds value to these organisations by solving

information overload-associated problems. Cheuk (2008) noted that employees began to

complain about 'information overload' and 'knowledge underload' after the information

technology revolution. This is because employees have been dealing with large amounts of

information. A study conducted by Macoustra (2004) proved that information professionals

and lawyers work more efficiently and at reduced costs to their organisations if their

workplaces make good use of information literacy. As cited in Cheuk (1998), business

leaders have argued that, when a company uses information in an effective way, such as by

utilising information literacy, it will gain a competitive advantage over other companies that

do not make good use of information literacy (Drucker, 1994; Grainger, 1994; Senge, 1994).

In short, IL is considered one of the most important value-added elements for an organisation,

as Cheuk (2008) proved in her study of ERM. She argues that IL increased ERM’s

productivity. Further, IL in the workplace gives employees further opportunities, such as the

chance “to re-think and re-define ‘information overload’ problem itself” (Cheuk, 2008).

Thus, information literacy can help them to make reliable decisions that are beneficial for

ERM.

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Conley and Gil (2001) believe that implementing IL skills in a workplace enables

businesses to seize opportunities and avoid threats within their industry. According to Sen

and Taylor (2007), IL should be planned and managed at the strategic level of any small- or

medium-sized businesses, because it is a critical success factor for such businesses. IL also

plays a significant role in large businesses’ competitive markets. Thompson (2003) believes

that the concept of workplace information literacy skills is needed in businesses of all sizes,

in order for them to gain competitive advantages. Workplace IL skills are also beneficial for

governments. Thompson (2003) argues that “Information literacy can be the means to break

down barriers to full participation in government and the national economy”, as information-

literate workers are a valuable asset that allow an organisation to compete in the market both

locally and internationally (Thompson, 2003).

4.0 Characteristics of information literate workforce

Modern organisations need to be aware of the importance of having information-

literate workers. They should focus on how their worker use the information effectively,

identify the negative impacts of having an information-illiterate workface and consider the

kinds of information resources workers use during the course of their jobs.

4.1 How should information-literate workforce be?

Having an information-literate workforce requires all workers to have the main

information skills needed to deal with the current information-overloaded environment.

Significantly, organisations should be conscious of the differences between information

literacy and computer or information technology literacies. Abell and Oxbrow (2001) argued

that, although there is flexibility on information usage, core information skills have not been

developed significantly within organisations; as a result, computer literacy has gained more

attention than information literacy. However, Bruce (1999, p. 45) suggested that there should

be an emphasis on “conceptual skill and intellectual agility more than information technology

or information location skills”, therefore, there should be a fair balance of paying attention to

both information technology and information literacy, because information technology is a

crucial part of information literacy. Furthermore, some authors relate information-literate

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workers with their ability to develop and maintain social networks and communication skills

that could help them to use information effectively. Williamson and Asla (2009) assert that

helping employees to obtain important skills for communicating within their social networks

could significantly improve IL skills in the workforce.

Using a wider description, Bruce (1999) argued that literate people should be able to

work efficiently in an information environment. This includes “critical thinking, an

awareness of personal and professional ethics, information evaluation, conceptualising

information needs, organising information, interacting with information professionals and

making effective use of information in problem-solving, decision-making and research” (p.

46).

Moreover, Lloyd (2013) says that employees who broaden their information

flexibility are more likely to relate to and be involved with information to work out problems,

prepare for new circumstances and to avoid the anxiety that emerges when the information

type requested is ambiguous. She also believes that employees should have the ability to

transform information in order to generate significant knowledge or to use it as the fuel for

creativity. Finally, there should be strategies implemented in order to create information-

literate employees who have the ability to make the best use of information when dealing

with problems in their work. Cheuk (1998) proposed a strategy of simply making employees

knowledgeable about different information sources and experiences around them and then

emphasising the experiences when using such information.

4.2 The organisational impact of an information-illiterate workforce

Having information-illiterate employees who lack the ability to use information

effectively within an organisation leads to many negative consequences. In response,

stakeholders must address the need to develop workers’ core skills of information literacy.

For example, De Saulles (2007) explored information literacy amongst small and medium

enterprises (SMEs) in the UK and found out that they had estimated losses of £3.7 billion in

2005 caused by the disorganised use of the Internet for research and the absence of

knowledge and evaluative skill regarding the wide range of information sources. She argues

that the cause of such large losses is firms’ concentration on technology skills rather than on

how to gather information from technology and manage it. Hepworth, Walton and Spink

(2013) stress this when arguing that even in workplaces that are rich with information, if the

workers do not use information effectively, there will be reduced levels of efficiency.

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4.3 Information resources used by the workforce

Considering the essence of the information sources that are used by a firm’s staff is

one of the most valuable activities an organisation can undertake. It is clear from the

literature that human sources are the most crucial information sources in the workplace. For

instance, interviews conducted by Crawford and Irving (2009) with care home staff, civil

service tribunal staff, Scottish government civil servants, NHS workers and social workers

showed that the most important source of information is humans. They found two main types

of human sources of information for workers: information gained from authoritative channels

and information obtained from interactions with others, such as customers or co-workers. In

addition, participants had the ability to assess the sources of information in terms of its origin

(people, printed or electronic), and the authors noticed that staff rarely use libraries as

information sources. This, they assumed, is because organisations limit their information

resources internally to their staff and few items are printed.

Another study, by Williams and Coles (2007), supported Crawford and Irving’s

findings of in terms of the use of libraries as sources of information. Similarly, Williams and

Coles (2007) found that teachers go for information that is readily supplied within their

workplaces, rather than searching for other sources of information such as libraries or the

Internet. Participants agreed that there are two barriers that keep them from using other

sources, the lack of information access and the shortage of time. However, when Chaudhry

and Al-Mahmud (2014) surveyed engineers, they found that sources of information such as

academic databases, and specialised ones in particular, were rated as the most reliable of all

sources of information.

Making deeper suggestions, Conley and Gil (2011) believe that the components of IL

can be found behind Drucker’s (1995) idea, which held that, in order to recognise

environmental threats that might impact an industry, top level managers should use various

secondary sources of information within their business information systems. He suggested

that decision makers must use sources of information such as government reports, trade

associations and data banks to build strong business strategies and to make reliable decisions.

5.0 Challenges for workplace IL

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Given that the IL concept is new in the workplace setting, many workers are not

familiar with the term and there is a lack of a clear conceptual understanding of it in the

workplace. These are the main barriers for workplace IL. This section addresses these

barriers and the application of education IL’s conceptual understanding in the workplace

context.

5.1 Lack of the term familiarity

Many scholars who study workplace IL consider language to be the main obstacle

when doing their research. Since the term “information literacy” is limited to library and

information studies and education domain, members of other fields often find difficulty to

understand the concept of IL. As a result, researchers tend to use other terms, in hopes of

making the meanings easier for participants in workplace settings to grasp. Sayyad, Partridge

and Bruce (2013) mentioned that, when conducting interviews with four web-design

professionals, they used the phrase “effective use of information” instead of “information

literacy” because they believe that IL is an abstract term that is difficult to understand. They

feared that this would hinder communication.

The same issue emerged during the interviews Sokoloff (2012) conducted with mid-

and senior-level corporate managers. He said that open-ended questions were asked of the

managers without using the term ‘information literacy’. Similarly, business professionals did

not seem to understand the term until it was explained to them deeply during a survey by

Conley and Gil (2011). Another study, by Crawford and Irving (2009), found that

organisations have an implicit understanding of what IL consists of rather than an explicit

understanding.

5.2 Lack of theoretical perspectives

Not only is the term “information literacy’ a barrier, it also lacks theoretical

perspectives for the workplace. As workplace IL is a new concept in the field, many

researchers have tended to use conceptual understandings from IL programs applied in

education settings. According to O’Forrill (2010), librarians were the first to develop

information literacy as a concept, but they did so within the educational environment. Very

little research about IL in the workplace has been done to date, even though its applicability

there has already been suggested. O’Forrill (2010) believes this is because the statements

about IL that were developed by librarianship associations are too general to be applied in the

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workplace, and some critical aspects of typical work environments are not sufficiently

recognised.

Lloyd (2004, 2009, 2011) is the author of one of the most influential studies that calls

for conceptualising information literacy from a workplace perspective and providing a

theoretical framework for considering it. This is because IL, in library and education

contexts, focuses on textual practices, whilst workplace settings focus on the social practices

of competency-based skills frameworks (Lloyd & Williamson, 2008). Lloyd and Williamson

(2008) predicted that this might cause some challenges for workers. They argued that

educationally driven models may fit people in an educational setting, but they may not get

them ready to start their work lives, so the workers will face difficulties, particularly when

called upon to work within a team. It is true that the theoretical concepts outlined in the

educational context are crucial; however, there is a need to consider the social and physical

experiences of the workplace environment as well. Two other studies by Lloyd reinforce this

argument. In her 2004 study of 14 fire fighters, she showed that workers should have

experience with both the social and physical aspects of IL, not just theoretical experiences. In

the same manner, her study of 15 ambulance officers (2009) revealed that, during the

preparation stages of officers’ training, they were mainly exposed to theoretical sources of

information. In contrast, it is social and physical information that is most needed during their

on-road work. These officers became information-literate because they were able to combine

both types of information sources.

In addition to the above, different workplaces should have different IL development

goals, according to the needs of each organisation (O’Forrill, 2010; Lloyd & Williamson,

2008). This is because of the distinct differences in workplaces’ natures, features and IL

demands, as O’Forrill (2010) and Sayyad (2014) argued. Therefore, “developing situation-

specific information literacy guidelines for IL development” (O’Forrill, 2010) is needed, as is

being aware of the setting, or “situated practice”. Accordingly, Sayyad (2014) recommends

avoiding such a generic overview of IL, noting that there is a need to conduct different

studies in different workplaces, which will help in conceptualising a distinct description of IL

in the future.

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6.0 Future directions for research

This literature review serves as a baseline for future research and suggests new

directions that can be taken to develop workplace information literacy. In the first place,

researchers and information professionals should consider corporations that have a single

definition for workplace information literacy. This definition should consider the socio-

cultural approach, because the nature of the workplace depends on how people experience

information and engage with others as main sources of information. Workplace IL is not just

about skills and abilities, both of which can be learned in educational context. Second, since

the studies conducted on workplaces have primarily examined specific workplaces, there is a

need for a flexible framework that can be adapted to different workplaces. Each workplace

can choose exactly what suits its nature and use it accordingly. However, some authors argue

that different workplaces have different information nature, needs and experiences, and this

requires different frameworks. In this case, studying each workplace separately and building

unique, suitable frameworks could be also beneficial, but will take time to do.

The third point is that researchers should consider studying workplace information

literacy in both academic and non-academic workplaces because, to date, there are limited

studies seeking to understand non-academic workplaces’ IL. Another crucial point is that

librarians play a key role in educating and helping organisations’ managers. There should be

a spirit of cooperation between them and workplaces, so that librarians can show firms how

to become information-literate organisations. Further research could be done by librarians

and information professionals to design programs for this purpose. In addition, information

professional should find new ways to make the term “Information Literacy” understood and

familiar to the workforce. This would help workers to explore and understand the main

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concepts of IL and help researchers when engaging in studies of workplaces. Fourth, it will

be valuable to investigate the role of organisations’ management teams, to help them become

aware of IL’s benefits for productivity and competitive advantages. These could result from a

workforce’s effective use of information, their social networks and experiences with

information overload-associated problems.

7.0 Conclusion In brief, this review has shown four crucial topics that have been discussed in the

literature regarding workplace information literacy, including a description of IL, the value of

applying IL in the workplace, characteristics of literate workforces and challenges facing

workplace IL. The literature shows that there is no single and distinct definition for IL in

general or workplace IL in particular. In response, researchers describe IL according to their

own perspectives. Moreover, using information effectively can guarantee a great deal of

value for organisations and businesses alike. This includes increasing workers’ productivity,

reducing costs, gaining competitive advantages, delivering the best solutions for clients,

mitigating information overload problems and seizing opportunities while avoiding threats in

the industry. In relation to information-literate workforces, there are many traits that can be

associated with them, such as being able to transform data into information, turning

information into significant knowledge and then using this knowledge to make decisions or

solve problems. By contrast, workplaces need to be aware of the lowered efficiency and

wasted money related to information-illiterate workers. Additionally, employees tend to use

their social networks as a main sources of information, so organisations should be aware of

the challenges that hinder workers from using other sources, like library materials, which the

literature shows are not commonly used. In regards to the challenges that face workplace

information literacy, there is a lack of the familiarity with the term itself, and a lack of

specific frameworks and conceptual understanding of IL workplace have been identified as

the main challenges related to the concept. It is clear that further research is needed to

overcome these challenges, so that IL in the workplace can help organisations to become

information-literate.

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8.0 Appendix A – Reflections on my learning

Having the experience to write a literature review was new, yet interesting. I have

learnt from this experience that we need to use critical thinking to gather different arguments

and perspectives as possible as we can. I have also learnt that we should be aware of how to

extract gaps within the literature in order to understand the challenges that the topic faces and

give possible recommendations to help for further research. This led me to be more

responsible when writing about others' ideas and understand them carefully before using their

thoughts. One of my work strengths is that I used very relevant resources to support my

literature. Before I started searching for resources, I searched for the authors who are known

as influencers in this field, thus, this led me to the mother sources. I did well in reading a lot

of details because I was afraid that I might miss something important in the themes that I

have discussed. However, one of the weaknesses that I am not very sure if the details in the

introduction and conclusion are the required ones or not, because I felt that the structure in

these two parts is slightly different from the standard structure.

This piece of my work does not completely represent my abilities. Since this is the

first time I write a literature review, I am still not experienced, but I am sure that in the

second time my ability will improve. Moreover, I faced one main challenge. As the English

language is a foreign language to me, it was very challenging when paraphrasing others'

ideas. I was not sure in some sentences and afraid that my paraphrasing will change the

original meaning, specifically when writing conflict arguments. I handle this problem by

asking friends of mine to check with me each paraphrasing I made in order to validate the

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meaning anticipated from the original phrase. Furthermore, I found the part of "Evaluate the

current "state of the art" for the body of knowledge reviewed" as the hardest one to

understand, determine and write about. In regards to my professional skills, I think I need to

focus more in how we can critically analyse and evaluate the literature in more depth. Further

development for my academic paraphrasing and summarising skills is also needed. In the

next time, I would like to organise my time and notes that I need to use to arrange my

thoughts gained from the literature, because I found some mistakes in the in-text citations,

because I did not use cards to write authors' names beside their ideas. However, I corrected

all my mistakes and I would like to use tools such as index card to organise my themes with

certain sources.

Self-allocation of grade

Overall, I predict that I will get 6 as a grade. The reason is that I put a lot of efforts and time,

used very relevant sources, included many gaps and provided strong recommendations in this

piece of work. Therefore, I feel very comfortable with what I have achieved as it is the first

experience in dealing deeply with the literature. However, I believe that with my language

limitations when reading, paraphrasing and writing, I may get 5 because of any

misinterpretation of others' ideas. It all depends on how my lecturer would see my work and

of course her feedback will be valuable for my next time.

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9.0 Reference list

Abdi, E. S., Partridge, H., & Bruce, C. (2013). Website designers: How do they experience information literacy? Australian Library Journal, 62(1), 40-52. doi:10.1080/00049670.2013.771767

Abell, A., Oxbrow, N., & TFPL Limited. (2001). Competing with knowledge: The information professional in the knowledge management age. London: Library Association Pub.

Bruce, C., 1962. (1997). The seven faces of information literacy. Adelaide: Auslib Press.

Bruce, C. S. (1999). Workplace experiences of information literacy.  International Journal of Information Management,19(1), 33-47. doi:10.1016/S0268-4012(98)00045-0

Bruce, C. (2000). Information literacy research: Dimensions of the emerging collective consciousness. Australian Academic & Research Libraries, 31(2), 91-109. Retrieved from: http://www-tandfonline-com.ezp01.library.qut.edu.au/doi/pdf/10.1080/00048623.2000.10755119

Bruce, C. (2011). Information literacy programs and research: An international review. Australian Library Journal, the, 60(4), 326-333. Retrieved from: http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=029616033534290;res=IELAPA

Catts, R. (2005). Confirming the relational model of information literacy.  International Information and Library Review, 37(1), 19-24. doi:10.1016/j.iilr.2004.08.001

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Chaudhry, A. S., & Al-Mahmud, S. (2015). Information literacy at work: A study on information management behaviour of Kuwaiti engineers. The Electronic Library,33(4), 760. Retrieved from: http://www.emeraldinsight.com.ezp01.library.qut.edu.au/doi/pdfplus/10.1108/EL-04-2014-0063

Cheuk Wai-yi, B. (1998). An information seeking and using process model in the workplace: A constructivist approach. Asian Libraries, 7(12), 375-390. doi:10.1108/10176749810241919

Cheuk, B. (2008). Delivering business value through information literacy in the workplace. Libri, 58(3), 137-143. doi:10.1515/libr.2008.015

Conley, T. M., & Gil, E. L. (2011). Information literacy for undergraduate business students: Examining value, relevancy, and implications for the new century. Journal of Business & Finance Librarianship, 16(3), 213. doi:10.1080/08963568.2011.581562

Crawford, J., & Irving, C. (2009). Information literacy in the workplace: A qualitative exploratory study. Journal of Librarianship and Information Science, 41(1), 29-38. doi:10.1177/0961000608099897

De Saulles, M. (2007). Information literacy amongst UKSMEs: An information policy gap. Aslib Proceedings,59(1), 68-79. doi:10.1108/00012530710725214

Hepworth, M., Walton, G., & Spink, A. (2013). Developing people's information capabilities: Fostering information literacy in educational, workplace and community contexts. GB: Emerald Group Publishing Ltd. Retrieved from: http://reader.eblib.com.au/(S(xr3e05gpygphlbjiuom0owkn))/Reader.aspx?p=1341905&o=96&u=AaFSBiD8%2fsIJXcFkj%2ffB3Q%3d%3d&t=1465528959&h=1CCAF43A52FF45C5157A431001207565B77CABB2&s=25904687&ut=245&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1

Johnston, B., & Webber, S. (2004). The role of LIS faculty in information literate university: taking over the academy? New Library World, 105(1196/1197), 12- 20. doi: 10.1108/03074800410515237

Lloyd, A. (2009). Informing practice: Information experiences of ambulance officers in training and on-road practice. Journal of Documentation, 65(3), 396-419. doi:10.1108/00220410910952401

Lloyd, A. (2011). Trapped between a rock and a hard place: What counts as information literacy in the workplace and how is it conceptualized? Library Trends, 60(2), 277-296. doi:10.1353/lib.2011.0046

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