Information literacy landscapes: an emerging picture

TLDR

The paper aims to map the diverse landscapes of information literacy and propose new conceptual frameworks, extending original doctoral research relevant to information professionals and educators. It employs a constructivist‑influenced grounded‑theory approach to investigate firefighters’ information‑literacy practices over 18 months. The research reconceptualizes information literacy as a meta‑competency defined by engagement, enabling, enrichment, embodiment, and a way of knowing, offering librarians and educators a broader, more nuanced definition. The study is limited to an in‑depth exploration of one professional group in a single geographic location over 18 months.

Abstract

Purpose To describe the various landscapes in which information literacy has been explored and to propose new ways of thinking about information literacy. Design/methodology/approach Draws on constructivist‐influenced grounded theory method employed during doctoral research into information literacy practices of firefighters. Findings Information‐literate people are more usefully described as being engaged, enabled, enriched and embodied. Information literacy is conceptualized through this research as a way of knowing. The revised and extended definition is a more appropriate one to underpin an emerging ontological perspective on information literacy and to foster an understanding of information literacy as a meta‐competency. Research limitations/implications The research was limited to an in‐depth exploration of one professional group in one geographic location over 18 months. Practical implications The provision of a broader definition of the information literacy and the illustration of how information is perceived in a variety of concepts broadens librarians' and educators' understanding of information literacy. It offers librarians and educators a different way of thinking about information literacy. Originality/value This paper reports and expands upon original doctoral research of significance to information professionals and educators.