A framework for workplace information literacy in academic contexts. Central University of Technology, Free State (South Africa) as case study
| Published date | 16 November 2015 |
| Pages | 562-583 |
| DOI | https://doi.org/10.1108/LHT-02-2015-0013 |
| Date | 16 November 2015 |
| Author | Jeannet Molopyane,Ina Fourie |
| Subject Matter | Library & information science,Librarianship/library management,Library technology |
A framework for workplace
information literacy in
academic contexts
Central University of Technology,
Free State (South Africa) as case study
Jeannet Molopyane and Ina Fourie
University of Pretoria, Pretoria, South Africa
Abstract
Purpose –The purpose of this paper is to suggest a framework for workplace information literacy
based on a case study at the Central University of Technology (CUT), Free State (South Africa).
Design/methodology/approach –The framework is based on a literature survey covering case
studies from the private, public and academic sector and a case study conducted at the CUT, Free State
(South Africa). A mixed methods approach was followed using questionnaires, individual interviews
and focus group interviews. Descriptive statistics and qualitative data were collected.
Findings –The data analysis reveals a need as well as support for workplace information literacy.
It addresses institutional buy-in, the need for alignment to the institutional strategy, inclusion of
workplace information literacy in job descriptions, whether workplace information literacy should be
optional or mandatory, whether it should address the needs of all staff members, the responsibility for
a workplace information literacy programme, perceived benefits, etc.
Practical implications –The proposed framework can be used at the CUT, Free State. As a general
framework it can also be used in other academic contexts as well as in the public and private sector.
Originality/value –Although several studies on workplace information literacy have been reported,
the literature survey did not trace a suitable framework that can guide the design and implementation
of workplace information literacy in academic contexts. This paper intends to contribute towards
filling this gap.
Keywords Academic libraries, Case studies, Workplace information literacy
Paper type Research paper
1. Introduction
The ideology and concept of “workplace information literacy”is drawing increasing
interest from organisations in the public and private sector (Kirton and Barham, 2005;
Klusek and Bronstein, 2006, p. 3), as well as at academic institutions (Conroy, 2006, p. 3;
Harris et al., 2004). With global competition, sustainability and growth in mind,
organisations are under more pressure to ensure that employees are information
literate (Kirton and Barham, 2005). According to Gurke (2012, p. 22) “information
literacy is essential”for people entering the job market. The Australian National
University (ANU) even had information literacy as a pre-requisite for new staff recruits
(ANU Human Resource Department, 2004). Higher education in South Africa can also
benefit from adopting workplace information literacy in order to compete on national
and international levels.
This paper reports findings from a case study on the need for workplace informa tion
literacy skills and a workplace information literacy programme at the Central
University of Technology (CUT) Free State (the Free State is a South African province).
It presents the results of a literature study, the rationale for the study, the methodology,
Library Hi Tech
Vol. 33 No. 4, 2015
pp. 562-583
©Emerald Group Publishing Limited
0737-8831
DOI 10.1108/LHT-02-2015-0013
Received 11 February 2015
Revised 4 June 2015
Accepted 24 July 2015
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
562
LHT
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selected findings and a framework for the design and implementation of workplace
information literacy. The general nature of the framework makes it suitable for other
institutions of higher education as well as those in the private and public sector.
2. Background
Workplace information literacy is not a new concept. It has been used in a number of
earlier publications (Bruce, 1999;Lloyd, 2005; Oman, 2001; Rosenberg, 2002),and it builds
on basic information literacy at school,under-graduate and graduate levels (Cooney and
Hiris, 2003; Malu and Wu, 2004; Vicki, 2003). Recently interest in workplace information
literacy has been increasing (Lloyd, 2011; Madu and Dike, 2012; Sokoloff, 2012).
The CUT, Free State is a South African university. Its main campus is in Bloemfontein –
a city in the Free State province. It attracts students from the Free State, other South
African provinces, Southern African Development Community countries and even
neighbouring countries such as Lesotho and Botswana. The institutional vision and
mission inspire its strategy and serve as guidelines for what academic and other staff
members should strive for (Central University of Technology, Free State, 2007 ).
In addition it needs to meet with demands from society for increased productivity and
pressure to keep a competitive edge in the academic context. Against this background a
study on the need for workplace information literacy, and how to approach it unfolded.
3. Definition of workplace information literacy
According to Kirton and Barham (2005) workplace information literacy refers to the
ability to locate, access, and apply information to assist in resolving job-related
challenges, and to use a variety of appropriate information resources at work (Inskip,
2014, p. 2). Klusek and Bronstein (2006, p. 3) note that according to the American
Library Association presidential committee, an information literate workforce is one
that knows how to learn, knows how knowledge is organised, can locate information
and uses information in such a way that others can learn from them.
4. Research methodology
The study was guided by the question:
What should a framework to promote workplace information literacy in academic
settings (i.e. higher education) entail?
Finding an answer required a review of the literature on workplace information
literacy as well as relevant case studies from the private, public and academic sectors,
and empirical work using the CUT, Free State as a case study.
4.1 Literature review
The literature on workplace information literacy includes opinion papers, research
reports and several case studies (Molopyane, 2014). Workplace information literacy has
been explored in different settings such as in engineering (Cheuk, 1998; Gurke, 2012),
healthcare (including evidence-based practices) (Barnard et al., 2005; Fourie, 2008;
Tanner et al., 2004; Wahoush and Banfield, 2014) and higher education (Conroy, 2006;
Harris et al., 2004; Hepworth and Smith, 2008). Findings confirm the need for workplace
information literacy. Cheuk (2008) found that staff was using outdated information,
lacked awareness regarding information resources, lacked knowledgeregarding tools to
access the best information, experienced e-mail overload and were unwilling to share
information. Gurke (2012, p. 22) learned that engineers need information from trusted
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