Information Literacy in the Workplace: A Broader Perspective

Title: Information Literacy in the Workplace: A Broader Perspective

The article "Information Literacy: Different Contexts, Different Concepts, Different Truths?" by Annemaree Lloyd provides a fascinating exploration of how information literacy is perceived and utilized in different contexts, particularly the workplace. This perspective is intriguing because it challenges the traditional educational-centric view of information literacy and highlights its broader applications in real-world settings. The critical argument based on the article is that information literacy should be broadened beyond the educational context. Instead, it should be viewed as a dynamic and multifaceted skill set essential in various contexts, especially the workplace. This broader understanding of information literacy encompasses the ability to find and evaluate information and the capacity to engage with information through social, procedural, and physical means.

Lloyd's study on firefighters reveals that workplace information literacy involves a holistic approach to acquiring information through social interactions, physical experiences, and institutional knowledge. For instance, novice firefighters learn critical skills not just from manuals but also through mentoring and hands-on practice during emergencies. This aligns with the constructivist theory, which emphasizes learning as a socially mediated process. In workplaces, information literacy facilitates the transformation of novices into experts through shared practices and experiences. Lloyd also introduces the concept of embodied learning, where the body itself becomes a source of knowledge. Firefighters develop tacit knowledge through physical engagement with their tasks, which cannot be fully captured through textual information alone. This idea is supported by McClelland et al. (2002), who argue that learning is a bodily affair and that integrating physical experiences is crucial for deep understanding and skill acquisition.

Additionally, developing information literacy in the workplace contributes to social capital. Individuals build networks and relationships that enhance their professional growth and competency as they engage with social information and cultural knowledge. Coleman (1990) supports this by highlighting that social capital is crucial for exchanging information and developing collective competencies within a community of practice. However, critics might argue that the traditional educational framework for information literacy is sufficient, as it focuses on critical thinking, problem-solving, and independent learning skills that are transferable to various contexts. Bundy (2004) and the American Library Association (2000) emphasize standardized models and competencies designed to equip students with lifelong learning skills applicable across different domains.

Implementing a broader concept of information literacy in workplaces can be challenging due to the diversity of contexts and the informal nature of learning. Unlike educational settings, workplaces may lack structured training programs focusing on developing information literacy skills. There is also the risk of inconsistency in how information literacy is understood and practiced across different industries and organizations, potentially leading to varied levels of competency among employees. While the traditional educational approach to information literacy is valuable, Lloyd's broader perspective offers a more comprehensive understanding that is crucial for real-world applications. By recognizing the multifaceted nature of information literacy, including embodied learning and social capital, we can better prepare individuals to navigate complex information landscapes in various contexts. This expanded view enhances our ability to support lifelong learning and professional development, ultimately contributing to more effective and engaged practitioners in the workplace.

References:

American Library Association. (2000). Information literacy competency standards for higher education.?https://www.ala.org/acrl/standards/informationliteracycompetency

Bundy, A. (Ed.). (2004). Australian and New Zealand information literacy framework: Principles, standards and practice (2nd ed.). Australian and New Zealand Institute for Information Literacy.?https://www.caul.edu.au/infoliteracy/InfoLiteracyFramework.pdf

Coleman, J. (1990). Foundations of social theory. Belknap Press.

Lloyd, A. (2005). Information literacy: Different contexts, different concepts, different truths? Journal of Librarianship and Information Science, 37(2), 82-88.

McClelland, J., Dahlberg, K., & Plihal, J. (2002). Learning in the ivory tower: Students' embodied experience. College Teaching, 50(1), 4-8.