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Introduction

Information literacy has been described as a core literacy and a prerequisite for lifelong learning in the twenty-first century (Garner, 2006). However, what is information literacy and how is it understood and played out in the multiple information settings that people are engaged in? Does being information literate in one context automatically mean being information literate in all? Can the complexity and richness of information literacy be described so that education, workplace and community sectors understand the processes that enable information literacy to occur?

Over the last 30 years our understanding of information literacy has developed generally within the context of formal learning. Here it is viewed as the users’ ...

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