3.2. Theoretical and conceptual framework
3.3.1. Analysis of studies on information literacy and the workplace
The concept of IL has evolved over the past two decades to include skills that are needed for the efficient and effective handling of the rising complexity of the information process (Mühlbacher, Hammwöhner and Wolff, 2008: 116). The importance of IL can be measured by the attention it has received at the global level as a fundamental factor in improving teaching and learning in higher education, improving professional skills in the workplace and encouraging an informed citizenry and governance in a democratic society. The literature of IL has in the past few years advanced to include recommendations on the need for work-related skills to address changes in the global economy (Correia & Teixeira, 2002: 3). Current research in IL skills training is exploring how learning in the workplace environment can be more contextualised to reflect professional skills demand. Experiences on the impact of IL in the workplace indicate a greater need for professional skills to meet new and undefined situations. In the knowledge-based economy, employees are not only required to have job-related skills but also the ability to work collectively or in teams, share information and create knowledge for problem solving and effective decision-making (Correia & Teixeira 2002: 10-11). Previous research in workplace IL has made significant contributions on how information literacy can be promoted in the
workplace in supporting individual and collective learning processes and the development of job- related skills. A few examples are discussed below.
Mühlbacher, Hammwöhner and Wolff (2008: 115) investigated a group of scientists in the natural sciences with the aim of understanding the meaning of IL from their perceptions of the information process. The study employed the semantic differential scale approach which has been used for measuring social attitudes especially in the fields of linguistics and social psychology. From the analysis, they were able to draw a correlation between personal
motivation, experience, personal corporate utility, organisational support and the level of information literacy of the scientists. Findings from the study indicated that in contrast to the educational environment, personnel motivation among workers forms an important dimension in the workplace and organisational support plays a major role in measuring workplace productivity (Mühlbacher, Hammwöhner & Wolff, 2008: 130).
Studies conducted by Cheuk (1998; 2000; 2002; 2008) have variously shown how IL in the workplace can be used to encourage productivity and add value within corporate settings. Her study of internal auditors (2002) using the Sense-Making methodology, demonstrated the need for a different approach to current information process models in the workplace. The study suggests the need for practices to improve work performance and examined the barriers to promoting information literacy in the workplace and how they can be overcome. The study also addresses the relationship between knowledge management and information literacy (Cheuk, 2002: Knowledge management and information literacy). In another study, Cheuk (2008: 137- 138) explored the importance of information literacy among chief executives and senior
managers for creating value in a consulting firm. Recommendations from the study pointed out that the body of existing information literacy knowledge which has been developed in the educational context can be adapted to address problems of “information overload” in the workplace. Employees should be given the opportunity to interact with information sources in addressing any business issues in the workplace.
Kirk (2004) examined the use of information by senior managers. The study employed a
phenomenographic approach in understanding the differences experienced in information use by senior managers. It identified several different information processes or experiences as well as informational, organisational and personal characteristics that shaped information use. Kirk (2004: 2) observed that information literacy in this context involved a more complex and differentiated set of behaviours, understandings and attitudes than those suggested by earlier models based on the educational sector. The experiences of senior managers indicated that information use was not just an individual activity but was also embedded in the social
relationships that are part of every workplace thereby encouraging the development of collective knowledge through the exchange of information and interaction with others (Kirk, 2004: 6).
The work of Bawden, Devon and Sinclair (2000: 151-152) reports on a survey with scientists who were users of information services at the UK site of a multinational pharmaceutical research organisation. The results cast light on the changing nature of information handling in the new environment. From the findings, they noted that due to the great increase in the amount of information available, and changes in the mechanisms for access and use of information by research scientists, more training and support for personal information management is needed, as is the enhancement of personal information literacy.
Rosenberg in her study (2002) investigated how the use and application of certain types of information helps facilitate growth in small businesses through IL. According to Rosenberg, (2002: 4-6) the importance of information literacy in the global marketplace has been highlighted by continual changes in ICT. The nature of E-commerce created by the versatility of the Internet has offered a virtual market place for small businesses to participate in the global economy.
Consequently the ability of employees to understand the value of information resources in a networked environment provides the opportunity for competitive advantage for small businesses.
Studies on IL in the workplace, particularly in corporate organisations, have given the concept of information literacy a more specific application as it has moved from the educational sphere to the workplace. Such studies have also given rise to the term “corporate information literacy”
coined to overlay the kind of skills and competencies that are of strategic value and significance to the management and use of information within knowledge organisations (Abell & Oxbrow, 2001: 133–135). In this regard, Rosenberg (2002: 7) and Kirk (2004: 1) noted that the nature and context of an organisational setting often influences the kind of information sources that are to be used and consequently the type of information skills that are required of its employees. Lloyd (2003: 87-89), also observes that changes in the processes of information seeking and use within corporate organisations indicated by the increasing reliance on web technology and other digital sources of information are consistent with the broader view of information literacy as the meta- competency skill of the knowledge economy due to the importance of its application to the workplace. To this end, Mutch (1999: 326) advocates that the shifting context for information use within the workplace requires higher education institutions to incorporate information technology and information literacy as a larger part of the business school curriculum in order to
encourage the development of information skills of future executives within organisational settings.
Explorations in the nature of complex tasks within work processes have also been the focus of research in workplace IL. Tiamiyu’s (1992) study reports the results of an investigation of the relationship between task complexity and the use of information sources by civil servants in government ministries in Nigeria. The study provided insights into the information environment of civil servants by evaluating their specific work contexts in government institutions in a developing country such as Nigeria. According to Tiamiyu (1992: 130-131), the level of uncertainty experienced by the task performer is related to the complexity of the work activity which engenders extensive information seeking from a wide range of sources. Usually, the more uncertain, unstructured and complex the activity, the less likely it would be that the inputs or procedures for doing the task can be prescribed beforehand thus creating the conditions for higher discretion by the user in the course of information use (Tiamiyu, 1992: 132). Findings from the study suggested that the average number of sources used in work activities by the civil servants is directly related to the complexity of the work and the level of discretion employed for problem solving and that more time spent on a complex activity leads to the use of more
information sources particularly in the use of internal government information files (Tiamiyu, 1992: 141).
Byström and Jarvelin (1995) in their study investigated how task complexity affects information seeking in terms of the kind of information sought and the channels and sources of information in work processes. The study examined how the dimensions of the complexity of a task
systematically affect information seeking and use. The findings identified that a systematic and logical relationship exists between task complexity, types of information, information channels and sources. From these findings, the authors were able to develop a qualitative method for task- level analysis that will be useful in exploring the nature of complex tasks particularly in various organisations (Byström & Jarvelin, 1995: 193, 211).
Unlike in the educational setting, workplace learning involves deep-level learning, analysis, interpretation and understanding as it determines the performance of the task in problem solving.
Task complexity is characteristic of the nature of information problems experienced in the workplace. Hence by exploring the complexities of information use in the workplace, these studies elucidate some of the major challenges experienced in the workplace with respect to complex tasks in information seeking and use and provide useful insights which can be used by librarians to introduce new directions in workplace learning through information literacy to various organisations (Vakkari, 1999: 835).