Presented at LILAC 2007

1. Information Literacy in the
workplace: implications for
trainers
By Dr. Mark Hepworth
Department of Information Science
Loughborough University

2. 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.

3. 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”

4. 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.”

5. 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”

6. 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

7. 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

8. Recognising delegation
Task
Defined
Adapt
information
Communicate
information
Evaluate
information
Retrieve
information
Senior Manager
Staff
Delegation
Staff
Staff
Staff

9. Recognising the social
Adapt
information
Staff
Evaluate
information
Staff
Retrieve
information
Staff

10. Use of sources
Information user
Organisational
Web sites
Sector, job specific
publications
People network
Discussion lists
Internal organisational ICT
Systems and data
sources
External data
sources
Internal reports, manuals,
procedures
Current awareness

11. Management of sources
Information
Management
External sources
of data and information
Internal sources
of data and information
E-mails
Files, folders
(electronic & paper
based)
Social networks
‘community of practice’
ICT applications

12. Conclusion
Need 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