This chapter will discuss:

Please note: It is strongly advised that you read Chapter 2 before reading this chapter, as many of the research findings and ideas used below are introduced there and often discussed in more detail.

Introduction

In order that a professional can begin a career in the workplace using information effectively, in the context of the knowledge development and learning required for individual, team and organizational functionality, part of professional education should involve IL education of the kind appropriate for that workplace. In Chapter 8, page 111, Annemaree Lloyd suggests that students’ IL development requires a transition from an academic or ‘preparatory’ setting to a workplace one:

This chapter attempts to show one way in which workplace IL education might be based on detailed experiences of IL in the workplace, so that students are inducted into information experiences relevant to their work culture or profession. The chapter may be of particular interest to librarians attempting to develop IL in professional workers, and academics keen to develop in their students the skills that new professionals need in order to function effectively and ethically in the workplace.

In what ways has the development of IL traditionally been encouraged? Historically, the literature describes attempts to develop what are felt to be relevant skills and knowledge, based on behaviourist or constructivist approaches (Brettle, 2003 and 2007; Elrod, Wallace and Sirigos, 2012).