Information Literacy in the workplace: implications for

trainers

By Dr. Mark HepworthDepartment of Information

ScienceLoughborough University

Reactions to the phrase information literacy

“We keep interpreting that as IT skills” “As soon as I see it, I just think computers”

Not aware of the underlying thought processes or behaviours of the workplace.

Are aware of their roles, tasks and problematic situations.

Need to tease out the data, information and knowledge intensive aspects of their experiences.

Experiences that relate to data, information and knowledge intensive

experiences

‘I see my job as more using information than finding it. I end up coordinating the production of things but don’t actually do it myself.” 

“I think information overload is horrendous” “Keeping on top of what is happening”  ”I use people a lot to find out information”  “networking with people …is far more productive than

anything that comes out of meetings” “I would like contact with other people in the same role”

Experiences that relate to data, information and knowledge intensive

experiences

“we need to know what all the figures are within each individual account. We need to substantiate them and check”

“The Finance system gives details on each of the funds … I need to create a simple search of a range of codes”

“One of the major difficulties accessing the information was trying to do it tactfully and diplomatically without breaking the deal.”

“I am evaluating information all the time it needs to be digested and appropriate action taken.”

“… it was a matter of taking bits I wanted to use from each document and putting them together.”

Experiences that relate to data, information and knowledge intensive

experiences

“A lot of the time it is not trusting what you are looking at.”

“I often keep the information I find for future reference.” “There are problems with storage. Having the ability to

receive information, file and archive it with easy access to the archives would help me.”

  “I am trying to push people to put more on the shared drive and people are moving that way.”

“The final report was a written report with as few numbers as I could get away with just headline numbers to focus minds.”

“I do a lot of power-point presentations for departments and research groups and senior management”

Hence we can see a range of informational activities

Additions to LIS conceptions of IL The management of data forms a significant

part of this work Data and information management is often

associated with internal systems Oral communication and social networking is

key to the workplace – informational processes are embedded in the social context

People’s data, information and knowledge experience varies within the group

Assesses the information need•Determines how to approach the information need•Formulates effective search strategies•Selects and evaluates information sources, including people and institutional information systems

Retrieves information•Secures information from a range of sources, •Has good listening and questioning skills

Organises information•Manages a personal collection of resources for reference•Effectively uses electronic information alerts, delivery and feeds•Manages email and discussion lists•Summarise complex information using a variety of techniques•Is able to prioritise information tasks

Evaluates information critically•Assess quality, quantity and relevance of retrieved information•Revises search strategies and repeats as necessary•Checks with peers and colleagues

Adapts information

•Interprets information found to match

information need

•Creates new knowledge for self and others

•Recognises accumulation of new knowledge

•Ability to act with incomplete information

Communicates information

•Shares information with others•Uses appropriate systems/method to

disseminate information•Acts an information source for colleagues

Identifies an information need

•Determines the nature and extent of the need•Confers with others in team and in wider

organisation•Is aware of a range of internal and external

information sources, including people•Is familiar with institutional information

dissemination sources

Reflects on practice

•Acts as reflective practitioner

•Reflects on effectiveness of task

•Adapts and repeats

•Reviews own skills, identifies existing gaps in

skills or knowledge

•Reviews skill needs with colleagues

The information literate worker may do some or all

of the following

Recognising delegation

TaskDefined

Adaptinformation

Communicateinformation

Evaluateinformation

Retrieveinformation

Senior Manager

Staff

Delegation

Staff

Staff

Staff

Recognising the social

Adaptinformation

Staff

Evaluateinformation

Staff

Retrieveinformation

Staff

Use of sources

Information userOrganisational Web sites

Sector, job specific publications

People network

Discussion lists

Internal organisational ICTSystems and data

sources

External datasources

Internal reports, manuals,procedures

Current awareness

Management of sources

Information Management

External sourcesof data and information

Internal sourcesof data and information

E-mails

Files, folders (electronic & paper

based)

Social networks‘community of practice’

ICT applications

ConclusionNeed to understand the workplace and the experiences and perceptions of people in it.

Focus on interventions that enable people to become a part of and an effective player in their

work context.

Help people resolve their problems and deal with situations they recognise.

… some of which will relate to LIS conceptions of IL and some will not