The Australian Library Journal

Information literacy in the workplace

Jennifer Kirton and Lyn Barham

Information literacy has been a subject of interest for academic librarians for nearly thirty years, however special librarians have written comparatively little on the topic of information literacy in the workplace. It is an important issue as it provides an opportunity for special librarians to enhance their role in their organisation. This paper discusses the need for training in information literacy in the workplace and highlights the latest research and studies being undertaken in the field.

Manuscript received July 2005

This is a refereed article

Introduction

The Australian Library and Information Association has defined information literacy 'as the ability to recognise the need for information and to identify, locate, access, evaluate and effectively use the information to address and help resolve personal, job related, or broader social issues and problems' (Bundy 2004). Bruce (1998, 1999) states that information literacy is 'about people's ability to operate effectively in an information society'. It involves an appreciation of the need for information, to attain skills to locate, organise, evaluate information, and of effective use of information to solve problems, make decisions, create new knowledge and to supply information to others. Information literacy goes beyond simply acquiring the skills to use information tools and to find information resources. It includes lifelong learning and professional development, and the ability to interact in the information society.

For nearly thirty years, information literacy has been a subject of considerable interest in the literature of the profession (Bruce 2000; Lloyd 2004; Marcum 2002; Rader 2002). Within the literature, the focus has primarily been in academic and school libraries (Candy 1998; Rader 2002) and, more recently, in public libraries (Marcum 2002). However, there is comparatively little written on information literacy in the workplace and the role of special libraries (Bruce 2000; Candy 1998; Oman 2001).

Information literacy in the workplace

Is there a need for information literacy in the workplace? (O'Sullivan 2002). The answer must be 'yes', since an information literate workforce that can locate, evaluate and effectively use information is the key to the success of many organisations (Lloyd 2003; Oman 2001; O'Sullivan 2002). In companies and organisations where information and new knowledge is seen as providing a competitive edge in business or in service provision, information management or the processes involved in handling information are essential to productivity and performance for both the company and its customers (Jones 1998; St. Clair 2001; TFPL Ltd 1999).

Outside the library profession the term 'information literacy' is almost unknown and certainly not well understood (Cheuk 2002; Jones 1998). The term 'knowledge management' is often used and has similar characteristics to information literacy (Cheuk 2002; Henczel 2004; O'Sullivan 2002). Balcombe (1999) defines knowledge management as capturing, sharing, using and creating knowledge to add value to the organisation. O'Sullivan (2002) has identified terms such as time management, information management, networking, teamwork, data mining, analysis, online searching skills and computer skills (for creating, storing and presenting information), managing resources and budgets as desired skills for organisations. These terms, which feature in job descriptions, selection criteria, performance appraisals and professional development programs, can also be found in definitions of either knowledge management or information literacy.

With the exponential increase in information, its management and use have become an important issue in the workplace, yet knowledge management or information literacy is not adequately addressed by most organisations or professions (Abell 2000; Candy 1998; O'Sullivan 2002; Winterman, Skelton and Abell 2003). A report by TFPL Ltd (1991) however did find that chief executives valued knowledge management second only to globalisation as essential for their organisations. Lloyd (2003) states that in the

...knowledge economy, the ability of the individual to become information literate and to engage effectively the operations skills of information literacy are attributes in which organisations should invest, in terms of both recruitment and training.

A report by KPMG Consulting (2000) found that companies risked wasting their investment in the technology used to manage information if they did not tackle the 'human' aspect, which has been identified as an essential focus in knowledge management (Abell 2000). Employees continued to have problems with information overload, information anxiety, disinformation or misinformation, insufficient time, inadequate technological skills to share knowledge, to have difficulty locating information and were frequently 'reinventing the wheel'. While information is highly valued within most organisations (Candy 1998), many members of the workforce are unable to deal effectively with it in their everyday work (De Ruiter 2002; O'Sullivan 2002; Rader 2002; Winterman, Skelton and Abell 2003).

Information literacy includes concepts such as the attributes of information (including relevance, currency, timeliness, consistency), evaluation of information sources (for credibility, currency, reliability), economic characteristics of information (expandable, shareable, diffusive), information value and cost effectiveness, the ability to define information requirements effectively, information overload and filtering. These have all been identified as key characteristics of information in the workplace (Abell 2000; Bruce 1999; Kirk 2004; Viehland 1996 (cited in Jones 1998); Winterman, Skelton and Abell 2003). Further, the social context of information literacy in the workplace such as the influence of networking, formal and informal working relationships, maintaining a client orientation or focus, are also important (Bruce 1999; Lloyd 2004).

Information should be recognised as having the same, or more value, when compared to any other asset in the organisation. The productive use of this asset therefore requires its practitioners be taught to understand its role and value in the organisation and how to acquire the skills and knowledge to use it effectively (TFPL Ltd 1999).

Information use in the workplace

When researching information literacy in the workplace, it is important to differentiate between literature specifically written on that topic and what has been written on or by other sectors traditionally involved with information literacy, principally academic libraries (Candy 1998; Clyde 2002; Marcum 2002; Rader 2002). While this literature can add greatly to the body of knowledge, particularly on related topics such as teaching skills and program development, there are fundamental differences in the information needs and information seeking behaviour of students and employees (Cheuk 1998b; De Ruiter 2002; Oman 2001). There is also a difference in the relationships that these user groups have with library staff. Therefore while many of the concepts, experiences and research that underpin information literacy in the academic sector are transferable to the workplace, these must be adapted and modified by special librarians for their own purposes (Cheuk 1998a).

The information problems found in the workplace are often 'messy and open-ended' (Mutch 2000) or 'more complex' (Kuhlthau and Tama 2001; Lloyd 2003; Oman 2001). Complex tasks in information seeking are characteristic in the workplace (Kuhlthau and Tama 2001). Employees are not asked for school essays or assignments on specific issues. Often they have to define their own tasks or create their own interpretations and constructs, to solve an information problem (Cheuk 1998a; Kuhlthau and Tama 2001). Complex tasks are non-routine, unanalysable and involve different approaches to information seeking and use, compared to routine tasks (Byström and Järvelin 1995, Kuhlthau and Tama 2001). Information seeking and use become a process of the construction of knowledge. Whereas learning for students is often by rote or summary notes, it seldom consists of the deep-level learning, analysis, interpretation, understanding or application that is often required in the workplace (Cheuk 1998a; Kuhlthau and Tama 2001).

Kuhlthau and Tama (2001) while investigating the 'information search process' (Kuhlthau 1989) in the workplace, found that compared to students, lawyers responded differently to uncertainty, which is an early and predictable stage in information seeking. While students interpreted this as 'something...going wrong', lawyers expressed interest and enthusiasm for the challenge they were encountering. Experience in their profession resulted in them finding and interpreting information differently from a student who is being introduced to new array of subject topics often within a short time frame. Lawyers also needed a wide range of sources of specific information and also of exploratory or browsing information, that is when they are seeking one thing and find serendipitously another which is also relevant to their task (Kuhlthau and Tama 2001). The lawyers were aiming to build knowledge, rather than merely find 'the right answer'. The search process and information use by lawyers in the workplace was significantly different from that of students.

Kirk (2004) found in a study of information use by senior management that information literacy involved a more complex and differentiated set of behaviours, understandings and attitudes than those suggested by earlier models based on the educational sector. Information use was not an individual activity as inferred in other models but was embedded in the social relationships that are part of every workplace (Kirk 2004). The exchange of information and interactions with colleagues, the sharing of information, judgements and decisions, and the influencing of others is not only social use of information, but the use of information in the context of the culture and values of the organisation (Kirk 2004; Lloyd 2004).

The role of the special library; the library within the organisation

The role of the special library is changing. The last decade has not been easy for the sector as many have closed, downsized or amalgamated (Gawne 2001). In the information society there should be a role for an information specialist, and yet special librarians have not always seen the opportunities nor adapted to the changing environment, and they face the prospect of being marginalised within their own organisation if they do not take up the challenges of the information age. Librarians must evolve their attitudes and their services if they are to remain relevant to their users (Boelens 2001; Bradley 2003). They need to be proactive and to take the opportunities that become available and to engage with other sectors in their workplace such as human resources and information technology, to broaden their roles in their organisations and to strengthen their position as information specialists (Detlor 1999; Gawne 2001; Henczel 2004; Lloyd 2003; Oman 2001; O'Sullivan 2002).

Furthermore, the processes and actions of information seeking have changed. While this is not exclusive to the workplace, sources of information which lie outside the domain of the library can now easily be found and accessed (Detlor 1999). Corporate users often prefer their information in digital form and are regularly sharing it with colleagues via the internet, e-mail or in open access forums, thus bypassing the traditional publishing systems and processes of organisations and professions (Strouse 2004). Many significant documents, both print and digital, are never added to a library collection but are circulated collegially within the workplace. Special librarians can (must) become involved in not only collecting, organising, indexing and presenting such information, but in training others to undertake these tasks. Strouse (2004) states that while 'some of the traditional roles for information professionals are quietly fading away...there is an abundance of new and exciting functions to replace the old ones'. Introducing information literacy training into the workplace may not traditionally be a role undertaken by the special librarian but it enhances the roles and relevance of the librarian as well as filling an obvious need.

Therefore information literacy does represent, as Oman (2001) describes, a 'wonderful opportunity, as it broadens the scope of the information professional's traditional mandate of just being a "provider" of information'. In its simplest version, that of training or instruction, information literacy is not a new role to the library profession although it may have been better known by other terms such as user or reader education, library instruction, user training or library orientation (Clyde 2002; Detlor 1999; Donnelly and Craddock 2002; Henczel 2004; O'Sullivan 2001a; Peacock 2001). In its broadest sense, the embrace of information literacy expands the role of the special library to include all aspects of information use.

Henczel (2004) describes the three primary roles of a special library in a knowledge organisation as providing information products and services tailored to the needs of the organisation, educating people in the use of those products and services, and facilitating the sharing of information and knowledge. There needs to be a shift from the conventional technical and process preoccupation to a more people-orientated focus as well as a shift from the concept of the library being a support service to being a core part of the organisation. Introducing aspects of an information literacy program is one way to help the special library to continue to evolve in its organisation.

Applications of information literacy in the workplace

Literature on the topic ranges from those studies which conceptualise information literacy in the workplace, including Bruce (1997), Cheuk (1998a, 1998b, 2000), Kirk (2004), Lloyd (2004), to those which have a stronger focus on the training aspects of information literacy such as Donnelly and Craddock (2002), Oman (2001), O'Sullivan (2002), Secker (2002), and Winterman, Skelton and Abell (2003).

Lloyd (2004) found that most of the literature has defined information literacy as a process of skill acquisition and usually within the educational sector. Training in traditional, grounded, library issues such as selection of resources and effective search strategies was found to be more comfortable than operating within the less clearly defined parameters such as effective use of information and identifying an information need (Bawden and Robinson 2002). That few papers focus on the conceptual aspect of information literacy is perhaps because it requires a deeper and more considered understanding of information literacy and the complexities of its context within the knowledge organisation.

How most practitioners perceive the role of information literacy in the workplace is possibly a product of the different relationship that librarians have with students, compared to the relationship with work colleagues in a hierarchical organisation, wherein the librarian is quite often operating at a level subordinate to that of her 'pupils'.(Secker 2002). For example, it would be quite problematic for a librarian to advise a senior professional in either research or administration about attaining skills in evaluating the actual information, using information to solve problems and in creating new knowledge. In information organisations such as research institutions, these skills or characteristics of information literacy would be the responsibility of and inherent in the learner's colleagues, professional team or their community of practice (Secker 2002), as well as their own professional development. Terrell (2004) also found that librarians would generally feel more comfortable with teaching people how to find information than how to evaluate and use it. It is therefore not surprising that many papers concentrate on teaching skills acquisition (Lloyd 2004), and not on examining the role or use of information and knowledge within an organisation or group of workers.

With this in mind, perhaps the key to an effective role for information literacy in the workplace is for the librarian to teach those skills required for the individual to function efficiently in their own pursuit of information. Then as suggested by Henczel (2004) and TFPL Ltd (1999), the librarian can add value to the organisation by utilising their own skills (such as database development, metadata, taxonomy and classification) in the information process of the organisation.

Conceptual studies on information literacy in the workplace

Bruce (1997, 1998, 1999, 2000), Cheuk (1998a, 1998b, 2000, 2002), Kirk (2004) and Lloyd (2004) have undertaken conceptual studies of how the information process or model occurs in the workplace. By exploring the complexities of information use in the workplace, these studies provide underpinning knowledge which can be used by librarians to introduce new directions into their organisations and assist those interested in introducing information literacy education into their organisation (Kirk 2004; Lloyd 2004).

Bruce (1997, 1998, 1999, 2000) reports on a study undertaken to examine the varying experiences of information literacy amongst university staff such as lecturers, counsellors and staff developers. This study has provided many authors with a relational model as an alternative to the behavioural model that dominates information literacy.

Through her research on internal auditors, Cheuk (1998a, 1998b, 2000) has also demonstrated the need for a different approach to the current information process models in the workplace. Moving from the theoretical grounding, Cheuk's UNESCO White Paper (2002) provides examples of the lack of information literacy skills in the workplace and how this affects the productivity of employees, suggests practices to improve performance and discusses the barriers to promoting information literacy in the workplace and how to overcome these, as well as the relationship between knowledge management and information literacy.

Kirk (2004) examined the use of information by senior managers and like Bruce (1997, 1999) identified several different information processes or experiences as well as informational, organisational and personal characteristics that shaped information use. Kirk (2004) emphasises that by understanding information use by groups of staff in the organisation, the librarians can align the library service more closely to core business by offering support (such as introducing personal information management systems), by becoming more involved in team projects, and by offering personal training in the operational skills of information literacy to staff.

The study of the information use of fire fighters by Lloyd (2004) is different as it explores a non-professional group of workers. Again the context of the information use is highlighted but it is the role that the members of the community of practice play in mediating, affording and interpreting access to information that has most significance in the study. By adopting a holistic approach to information literacy and understanding the knowledge pathways within the organisation, the librarian has an opportunity to develop appropriate strategies to become involved in the information processes of the workplace.

Examples of information literacy programs

The increased awareness of information literacy in the workplace has resulted in several recent papers on the introduction and application of an information literacy program. The first characteristic of the workplace is that the term itself not used, as it is disliked by employees and management (Allan 2002; Secker 2002; Winterman, Skelton and Abell 2003). Synonyms such as 'working smarter', 'information skills', 'information resources training', 'information discovery', and 'information management' have been used (Barham and Kirton 2004).

O'Sullivan, in several papers (2001a; 2001b, 2002) and with Gasteen (Gasteen and O'Sullivan 2000), found that providing training is one way a library can offer a service to its organisation, as well as assist in the development of information-literate staff. Donnelly and Craddock (2002) identified promotion, education and training as essential in delivering an effective library service. Education in general information skills was considered the most important and an information literacy program consisting of two modules, 'information discovery' (information retrieval, search techniques and source selection) and 'information management' (organisation and sharing), was introduced.

The information literacy program described by Secker (2002), undertaken at a government research laboratory, has a 'humanistic approach', which underlines the acknowledged differences in applying the program in a workplace compared to an education setting. Secker (2002) describes using individualised, learner-centred methods with an emphasis on relationship-building between the user and the librarian.

Barham and Kirton (2004) described the introduction of an information skills program in a government department. Using the results of a client survey (McCallum and Quinn 2000), training in specific products and services was introduced. Information or education sessions on generic searching skills, how to use search engines, and on aspects of the use of information such as the phenomenon of information overload, and how to cite digital information were presented as informal group training sessions. There was an emphasis on the promotion and evaluation of training courses and sessions to raise awareness of the skills program and to gain feedback from participants. Librarians were also encouraged to develop their own teaching skills and this was included as a key point in the skills program.

Bawden and Robinson (2002) briefly describe two case studies of information literacy in the workplace. The first involves the planning, implementation and evaluation of a training program consisting of eight short modules in a pharmaceutical company. These modules cover the various stages of information literacy by using a skeleton of general principles and practice that is fleshed out through a relevant topic to illustrate the concepts to each discipline within the organisation. They can be delivered as half or full-day courses in a traditional training setting or as self-learning intranet guides. The second case study describes a training course provided to information professionals in a summer school. In addition to the stages of information literacy and topics such as train-the-trainer and digital literacy, the inculcation of such useful skills as critical thinking is also a central theme of the course.

Winterman, Skelton and Abell (2003) identified several programs that included at least one or two of the characteristics of information literacy. Most programs focused on finding information, particularly through the internet. In the context of the web's inherent anarchy, there was less emphasis on the organisation of information, a focus on document management systems and training in the use of e-mail, and the creation and presentation of information which included templates and writing skills. Winterman, Skelton and Abell (2003) also identified barriers to the development of such programs in the workplace. They found that the scope and content of the concept was not well defined or detailed, with the degree of agreement as to exactly what skills were relevant and which levels of these were needed varying widely between organisations.

Donnelly and Craddock (2002), O'Sullivan (2001a) and Secker (2002) emphasised the need for planning, promotion, evaluation and assessment. Donnelly and Craddock (2002) reported on an initial evaluation of their course. It indicated the value of applying adult learning theory to program development by tailoring the course to the learner's needs, and using discussion and practical exercises. Participants also felt that the course would change the way they searched for information, reduce duplication and hence improve company productivity. Finally the course clarified the role of the librarian: when it concluded, the participants stated they would be more likely to consult them for complex searches.

These examples from the workplace, demonstrate how the general principles or stages of information literacy can be identified and used either in individual training or in developing a group course or program. Bawden and Robinson (2002) found that information literacy must be contextualised, relevantly illustrated, and presented in ways reflecting the needs of the range of learners found in the individual workplace.

Conclusion

While much has been written on the topic of information literacy, very little has been published about its place and importance in the workplace. While the term 'information literacy' may not be common, understood or applicable in any given context, the ability to effectively use information, including locating, evaluating, storing, retrieving, communicating, is vital to the success of any organisation. The growth and importance of information and communications technologies and resources, coupled with the need for staff to be information literate, provides a unique opportunity for special librarians to prove their value by playing a greater role in their organisations.

Acknowledgements

We would like to thank Sally Anderson (Acting library services manager, NSW Dept of Primary Industries) for her support, as well as Marsha Reilly and Geraldine James for their help and assistance with the development of this paper. Sections of this article were prepared as part of the coursework requirements for Charles Sturt University's Master of Applied Science (Library and Information Management) undertaken by Jennifer Kirton.

References

Abell, A 2000, 'Creating corporate information literacy', Information Management Report, nº 4, April 2000, pp1-3.

Allan, B 2002, 'The many faces of information literacy', Information Management Report, nº 10, October 2002, pp1-5.

Balcombe, J 1999, 'Getting out of the box: the role of the information professional in knowledge management', The Law Librarian, vol 31 nº 2, pp91-4.

Barham, L and Kirton, J 2004, 'Information literacy in a government department', Lifelong learning: whose responsibility and what is your contribution? Proceedings of the Third International Lifelong Learning Conference, Yeppoon, Queensland , Australia, 13-16 June, viewed 7 August 2004 http://lifelonglearning.cqu.edu.au/papers.htm.

Bawden, D and Robinson, L 2002, 'Promoting literacy in a digital age: approaches to training for information literacy', Learned Publishing, vol 15, nº 4, pp297-301, viewed 1 June 2005, http://oberon.ingentaconnect.com/vl=1120930/cl=25/nw=1/fm=docpdf/rpsv/cw/alpsp/09531513/v15n4/s9/p297.

Boelens, G 2001, 'Legal research skills education based on the principles of information literacy: a re-evaluation for the 21st century', Rivers of knowledge, Proceedings of the 9th Specials, Health and Law Libraries Conference 26-29 August 2001 Melbourne, viewed 7 August 2004, http://conferences.alia.org.au/shllc2001/papers/boelens.html.

Bradley, F 2003, 'Information literacy and news libraries: the challenge of developing information literacy instruction programs in a special library environment', Masters Thesis, Curtin University of Technology, Perth, WA, viewed 6 August 2004, http://adt.curtin.edu.au/theses/available/adt-WCU20040119.113050/.

Bruce, C 1997, The seven faces of information literacy, Auslib Press, Adelaide.

-- 1998, 'Information literacy in the workplace', Information literacy: the professional issue, Proceedings of the Third National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Taskforce, 8 and 9 December 1997, University of South Australia Library, Adelaide, pp29-37.

-- 1999, 'Workplace experiences of information literacy', International Journal of Information Management, vol 19, pp33-47.

-- 2000, 'Information literacy programs and research: an international review', Australian Library Journal, vol 49 nº 3, pp209-218.

Bundy, A (ed) 2004, Australian and New Zealand Information Literacy Framework: principles, standards and practice, electronic version, 2nd ed, Australian and New Zealand Institute for Information Literacy, Adelaide, viewed 1 August 2004, http://www.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf.

Byström, K and Järvelin, K 1995, 'Task complexity affects information seeking and use', Information Processing and Management, vol 31, pp191-213.

Candy, P 1998, 'Repairing the plane in flight: developing information literacy in professional practice', Information literacy: the professional issue, Proceedings of the Third National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Taskforce, 8 and 9 December 1997, University of South Australia Library, Adelaide, pp4-14.

Cheuk, B 1998a, 'An experience based information literacy model in the workplace', Information literacy: the professional issue, Proceedings of the Third National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Taskforce, 8 and 9 December 1997, University of South Australia Library, Adelaide, pp74-82.

-- 1998b, 'Modelling the information seeking and use process in the workplace: Employing sense-making approach', Information Research, vol 2 nº 2, viewed 22 July 2004, http://InformationR.net/ir/4-2/isic/cheuk.html.

-- 2000, 'Exploring information literacy in the workplace: a process approach', in Information literacy around the world: advances in programs and research, C Bruce and P Candy (eds), Charles Sturt University, Wagga Wagga, NSW.

-- 2002, 'Information literacy in the workplace context: issues, best practices and challenges', White Paper prepared for UNESCO, the US National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic, viewed 20 July 2004, http://www.nclis.gov/libinter/infolitconf&meet/papers/cheuk-fullpaper.pdf.

Clyde, L 2002, 'An instructional role for librarians: an overview and content analysis of job advertisements', Australian Academic & Research Libraries, vol 33 nº 3, pp150-167.

De Ruiter, J 2002, 'Aspects of dealing with digital information: "mature" novices on the internet', Library Trends, vol 51 nº 2, pp199-209.

Detlor, B 1999, 'Leveraging the corporate library through web user training', Library Management, vol 20 nº 7, pp393-400.

Donnelly, A and Craddock, C 2002, 'Information literacy at Unilever R&D', Library and Information Update, vol 1, December, viewed 30 July 2004, http://www.cilip.org.uk/update/issues/dec02/article2dec.html.

Gasteen, G and O'Sullivan, C 2000, 'Working towards an information literate law firm', in Information literacy around the world: Advances in programs and research, C Bruce and P Candy (eds), Charles Sturt University, Wagga Wagga, NSW.

Gawne, J 2001, 'Oh brave new world, but there should be library people in't!', Rivers of knowledge, Proceedings of the 9th Specials, Health and Law Libraries Conference Conference 26-29 August 2001 Melbourne, viewed 7 August 2004, http://conferences.alia.org.au/shllc2001/papers/gawne.html.

Henczel, S 2004, 'Supporting the KM environment: the roles, responsibilities and rights of information professionals', Information Outlook, vol 8 nº 1, pp13-19.

Jones, E 1998, 'Perspectives on information literacy model in New Zealand: An overview', Information literacy: the professional issue, Proceedings of the Third National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Taskforce, 8 and 9 December 1997, University of South Australia Library, Adelaide, pp55-69.

Kirk, J 2004, 'Information and work: extending the roles of information professionals' Challenging ideas, Proceedings of the ALIA 2004 Biennial Conference, 21-24 September 2004, Gold Coast, viewed 9 November 2004, http://conferences.alia.org.au/alia2004/pdfs/kirk.j.paper.pdf.

KPMG Consulting 2000, 'Companies suffer from information overload', Information Management Report, nº 5, May 2000, pp4-5.

Kuhlthau, C 1989, 'Information search process: a summary of research and implications for school library media programs' School Library Media Quarterly, vol 22 nº 1, pp19-25.

-- and Tama, S 2001, 'Information search process of lawyers: a call for 'just for me' information services', Journal of Documentation, vol 57 nº 1, pp25-43.

Lloyd, A 2003, 'Information literacy: the meta-competency of the knowledge economy? An exploratory paper', Journal of Librarianship and Information Science, vol 35 nº 2, pp87-92.

-- 2004, 'Working (in)formation: conceptualizing information literacy in the workplace', Lifelong learning: whose responsibility and what is your contribution? Refereed papers from the 3rd International Lifelong Learning Conference, Yeppoon, Queensland , Australia, 13-16 June 2004, Central Queensland University Press, Rockhampton, pp218-224.

McCallum, I and Quinn, S 2000, 'NSW Department of Agriculture. Library Services Client Survey 2000. Final Report', Libraries Alive!, Canberra.

Marcum, J 2002, 'Rethinking information literacy', The Library Quarterly, vol 72 nº 1, pp1-26.

Mutch, A 2000, 'Information literacy: a critical realist perspective', in Information literacy around the world: advances in programs and research, C Bruce and P Candy (eds), Charles Sturt University, Wagga Wagga, NSW.

Oman, J 2001, 'Information literacy in the workplace', Information Outlook, vol 5

nº 6, pp 33-35.

O'Sullivan, C 2001a, 'Legal research training and information literacy in law firms', Australian Law Librarian, vol 9 nº 2, pp 99-110.

-- 2001b, 'Is information literacy relevant in the real world?', Rivers of knowledge, Proceedings of the 9th Specials, Health and Law Libraries Conference 26-29 August 2001 Melbourne, viewed 7 August 2004, http://conferences.alia.org.au/shllc2001/papers/osullivan.html.

-- 2002, 'Is information literacy relevant in the real world?' Reference Services Review, vol 30 nº 1, pp7-14.

Peacock, J 2001, 'Teaching skills for teaching librarians: postcards from the edge of the educational paradigm', Australian Academic & Research Librarians, vol 32 nº 1, viewed 30 July 2004, http://www.alia.org.au/publishing/aarl/32.1/full.text/jpeacock.html.

Rader, H 2002, 'Information literacy 1973-2002: a selected literature review.' Library Trends, vol 51 nº 2, pp242-259.

Secker, M 2002, 'A humanistic approach to information literacy training: the program at the Commonwealth Scientific and Industrial Research Organisation (CSIRO) J M Rendel Laboratory, Rockhampton', E-Journal of Workplace and Adult Learning -UNE, The Workplace Education Research Consortium, School of Professional Development and Leadership, University of New England, viewed 28 July 2004, http://www.une.edu.au/sat/pdf/CSIROliteracy.pdf.

St Clair, G 2001, 'Knowledge services: Your company's key to performance excellence', Information Outlook, vol 5 nº 6, viewed 30 July 2004, http://www.sla.org/content/memberonly/infoonline/2001/jun01/st_clair.cfm.

Strouse, R 2004, 'The changing face of content users and the impact on information providers', Online, vol 28 nº 5, pp27-31.

Terrell, J 2004, 'Cross database searching: information literacy for the "real world"?', Lifelong learning: whose responsibility and what is your contribution? Proceedings of the Third International Lifelong Learning Conference, Yeppoon, Queensland , Australia, 13-16 June, viewed 7 August 2004, http://lifelonglearning.cqu.edu.au/papers/terrell-133-paper.pdf.

TFPL Ltd 1999, 'Skills for knowledge management', Briefing Paper prepared for The Library and Information Commission by TFPL Ltd, for use at the Skills for the knowledge economy: a one day seminar, London, 5th July 1999, viewed 9 April 2005, http://www.mla.gov.uk/information/legacy/lic_pubs/executivesummaries/kmskills.pdf.

Winterman, V, Skelton, V and Abell, A 2003, 'A new kind of worker', Library and Information Update, vol 2 nº 10, pp38-39.

Biographical information

Jennifer Kirton is Librarian, NSW Department of Primary Industries, Wollongbar Agricultural Institute, 1243 Bruxner Highway, Wollongbar NSW 2480, ph 02 6626 1321, fx 02 6628 5925, jennifer.kirton@dpi.nsw.gov.au

Lyn Barham is Librarian, NSW Department of Primary Industries, Tocal Agricultural Centre, Tocal College, Paterson NSW 2421, ph 02 4939 8830, fx 02 4938 5584, lyn.barham@dpi.nsw.gov.au