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6023 results in Facet Publishing

Page 127 of 302

  • 5 - Virtuality at work: an enabler of professional Information Literacy

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 57-66

  • Summary

    This chapter will discuss:

  • • how ‘Virtuality’ is that dimension of professional activity that transcends the workplace, through engagement with internet-wide communities of professional communication and practice.

  • • how in professions in which Virtuality is an essential component, Information Literacy (IL) can be experienced beyond workplace boundaries and in more complex ways.

    • Introduction

    Information Literacy has been investigated in a number of professional groups in the workplace. Lawyers (Macoustra, 2004), administrative staff and academics in higher education (Bruce, 1997), senior managers (Kirk, 2004), firefighters (Lloyd, 2005), business professionals (Freudenberg, 2008), ambulance officers (Lloyd, 2009), tele-health officers (O'Farrill, 2010), web designers and developers (Sayyad Abdi, 2014; Sayyad Abdi, Partridge and Bruce, 2016) and nurses (Forster, 2015a) are examples of groups that have been investigated in terms of their experience of the phenomenon of ILin their varying working circumstances and conditions.

    It has been argued that due to variations in environment and conditions, the experience of IL might be significantly different in each workplace (Lloyd and Williamson, 2008; Weiner, 2011). But is IL in fact contained and defined by the workplace? A recent study into IL experiences of web designers and developers (‘web professionals’ hereafter) suggested that we may be able to distinguish experienced IL in the workplace at two levels: as a workplace community and at a virtually connected, wider, professional level (Sayyad Abdi and Bruce, 2015). IL at a professional level does not reflect necessarily the boundaries and essence of physical workspaces. People at professional level have expanded interactions which include their whole professional community of practice. This broader field of performance gives them the opportunity to encounter and recognize a wider range of information experiences than are available in and fixed by specific workplace organizational cultures. This wider information environment, using a relational approach (Bruce, 1997), can be interpreted as a more complex experience of IL. From a relational perspective, IL is about being able to use information effectively in a range of different ways in differing contexts. The ability to experience information in more varied ways, especially at those higher levels of functionality in the professional sphere, is to have a more complex experience of IL. Experiencing IL at a professional level may contribute to its enhancement.

  • 6 - Determining the value of Information Literacy for employers

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 67-84

  • Summary

    This chapter will discuss:

  • • how the value of Information Literacy in the workplace might be increased by employing and training individuals who have appropriate and relevant know-how, competency and awareness in the handling of information, in whatever form that takes.

  • • how that value might also be increased by deploying processes and creating environments that help to foster effective uses of data and information.

    • Introduction

    This chapter discusses the value of Information Literacy (IL) in the workplace. It draws from the conclusions of a study that considered, in the setting of a small range of enterprises, the value that is added by employing and training individuals who have appropriate and relevant know-how, competency and awareness in the handling of information, in whatever form that takes; and in deploying processes and creating environments that help to foster effective uses of data and information. The value might be financial, but it might also relate to other factors that are important to enterprises, such as enhanced efficiency, competitive advantage or employee job satisfaction. These questions bear a close relation to the long-standing debate about the impact of IL instruction in school and higher education settings (Todd, 1995; Streatfield and Markless, 2008); we can similarly ask whether and how information know-how contributes to the well-being of enterprises.

    The chapter introduces a practical approach to addressing these questions, and should therefore be relevant to enterprises across all sectors (commercial, public and not-for-profit), and particularly to those within enterprises with responsibility for human resources, training and skills, information/data management and financial management. It is also relevant for information professionals (particularly those in the workplace), information scientists and all those with an interest in the contribution of information, data and knowledge to the workings of enterprises.

    Background

    Recent literature reviews by Williams, Cooper and Wavell (2014) and Inskip (2014) have discussed the importance of IL in the workplace. The reviews counter the bias in the IL literature towards perceiving it narrowly as information-searching competencies of the kind that are deployed in higher education settings (Whitworth, 2014, 74–81). IL can be generally defined as the capacity to make critical judgements about information, and this capacity can be learned. Workplace learning, however, is less structured and more collaborative than most formalized educational settings.

  • 8 - Learning within for beyond: exploring a workplace Information Literacy design

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 97-112

  • Summary

    This chapter will discuss:

  • • how the intensification of work and creation of new ways of working can present librarians with challenges in terms of creating Information Literacy (IL) education that provides scaffolding for students’ transitions into professional or vocational practice.

  • • how by addressing this need, librarians must balance students’ transitions at both ends of the process – into higher education or vocational settings, and then into the workplace. This complexity requires a recasting of pedagogical practices to accommodate changes in the nature of work. With this in mind, common themes drawn from practice-based research are used to construct a conceptualization of workplace IL instruction.

    • Introduction

    Modern workplaces are fast places, blending traditional and new versions of work and ways of working. The workplace is now characterized by rapid rates of change; seamless integration of technology; the broadening of networks; incorporation of social media, e-mail and other multimedia platforms; and the ability to work without propinquity (White, 2012). The need to accommodate change and to provide innovative responses to workplace challenges requires employees to continually update, extend and improve their capacity to understand their workplace information landscapes. The increasing messiness of the workplace results in the growth of formal and informal sources of information, which compounds the issue of workers being able to identify, locate and share ‘quality information’ (Martin, 2013). The implications of these changes are increased uncertainty about employer expectations of new workers, and the need to ensure that new workers have the capacity to demonstrate information resilience (Lloyd, 2013).

    This chapter considers the teaching of IL practice in the light of the messiness created by rapid workplace changes and evolving ways of working. Themes which are common to a practice perspective and act as a scaffold to conceptualizing workplace IL instruction are described. A premise of this chapter is that current models and frameworks of IL do not adequately prepare students for workplace learning because they do not account for the preparatory nature of higher education or for the change in learning cultures that new graduates and novices face when they transition into the workplace.

  • 3 - Information Literacy and the personal dimension: team players, empowered clients and career development

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 29-40

  • Summary

    This chapter will discuss:

  • • how Information Literacy (IL) helps each professional to develop and find scope for their personal capabilities, and facilitates the relationships which enable them to support and empower clients or patients and contribute in team and organizational contexts.

  • • how research can allow us to observe those experiential meanings and professional information horizons that illuminate IL at a personal level.

    • Introduction

    Information Literacy can be seen as a personal attribute: one which, as a facilitator and enricher of the communicative faculty, can aid a professional to assist and empower patients or clients, and make a personal contribution to mutual endeavours within team and business or organization by supporting, leading or teaching colleagues.

    It also facilitates the development of personal capabilities through its ability to facilitate learning (Bruce and Hughes, 2010), and therefore to engage in new and more sophisticated ways to make a contribution.

    These perspectives on IL are essential to the understanding of its role and value in the workplace. That workplace is often a very complex social environment which is focused on the use of information for specific knowledge goals, often with and for the benefit of patients and clients, and often through teams and networks undertaking complex knowledgegenerating tasks. The sections below are intended to help information professionals, library managers and academics responsible for education in the professions become more aware of some of the likely details of IL's personal and social complexities and value, in order to support professionals in training and in the workplace as they negotiate their information world; ‘likely details’ because, though most professionals will share many of these experiences, further research into specific workplaces and professions is still required for absolute clarity.

    What the research data can show

    Knowledge of the breadth and depth of experience of IL can give valuable perspectives on how individuals, at different levels of responsibility, make their personal contribution to the development of knowledge needed by the team and organization, and the patients or clients they have responsibility for. How does IL allow them to make their own unique contribution in the workplace? In what way does it facilitate relationships with others? Does it inform leadership or form the basis for personal development? If so, how? The answers to these questions may be valuable to those who are responsible for IL education, and professional education in general.

  • 1 - Information Literacy and the workplace: new concepts, new perspectives?

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 1-10

  • Summary

    Introduction

    As the focus of interest in Information Literacy (IL) continues to spread out from the university into the wider world, including the world of work, can we be confident that existing assumptions, definitions and methods of development continue to be relevant and appropriate? Both anecdotal and research evidence suggests not; that IL may not manifest as the same phenomenon in the workplace as it does in the academic environment. Young professionals, confronted by a way of dealing with information quite different to the academic, may be disorientated by the experience (Goldstein, 2014; Inskip, 2014; Williams, Cooper and Wavell, 2014; Osborn, 2011) and find themselves having to think about their relations to information in new ways: in terms of meaning, value, and purpose.

    How is IL to be reconceptualized for the workplace? How should its parameters be redrawn so that librarians, academics, organizations and businesses can better understand workplace professionals and the students studying for those professions, and so effectively support them in efficient and creative engagement with the contemporary information landscape? How can IL be developed in a way that is meaningful and appropriate for them? Perhaps the question is one of evidence as much as conception. How can professions, many of which are especially focused on, and dependent on, information (Evetts, 2006) be supported in their information use if there is a lack of evidence as to how and why they use that information? Do we know in what ways information experiences in the workplace are significant to professionals themselves, their employers and educators and society at large? Indeed, what is the ‘workplace’ in an increasingly virtual information world?

    Information Literacy's role and value in professional and workplace performance has been the subject of a number of recent research studies in the UK, Australia, Hong Kong and the USA. These studies have led to the development of new perspectives on workplace IL, including as a facilitator of effective and empowering inter-professional and professional–client relation - ships; as a component of the structure and dynamic of a ‘learning’ workplace, where decision making is therefore effective and creative; and as an ethical safeguard in the duty and responsibilities professionals have to clients, patients and employers to be fully informed when making vital decisions.

  • 3 - Getting started Dealing with the panic by thinking imaginatively

  • Tim Buckley Owen
  • Book:
    Successful Enquiry Answering Every Time
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 47-64

  • Summary

    Fear of the unknown is the oldest and strongest kind, said the horror fiction writer H. P. Lovecraft. Well ‘fear’ may be pitching it a bit strong in this context, but if you're anything like most people at this stage in the enquiryanswering process you're certainly feeling pretty nervous and possibly starting to panic. You've listened carefully to your enquirer. You've asked sensible questions. You know exactly what they want. Now your enquirer is waiting for you to help. And you haven't a clue where to start looking.

    Fortunately, there are techniques for dealing with this. All you need is a little bit of thinking time. You can buy this time with a positive response – something like: ‘I'm sure I can help; let me just think for a moment where would be the best place to start.’ You'll pick your own form of words, of course, but having a response like this ready all the time is going to be really useful. First, it dispenses instant reassurance to the enquirer; you've promised to help. So, second, that means the enquirer will metaphorically step back and give you the few seconds’ thinking time you need. Third, of course, a response like this commits you to nothing. It certainly doesn't commit you to finding the answer, because you don't know whether you can do that yet. But it does commit you to helping – and you can always help.

    How? By exercising your imaginative thinking skills. Let's see how this works in practice …

    Imagining the final answer

    To deal with the ‘fear’ – or at least the panic – you need to turn the unknown into the known as quickly as possible: in this case, knowing where to go to find the information the enquirer needs. You've just bought yourself some thinking time to help you do this, so how are you going to make the best use of it? It's tempting to simply look busy – turn confidently to the nearest printed reference source you can find, or click onto a search engine and pretend you know what you're doing.

  • 8 - Choosing your toolkit Using your predictive thinking skills to determine the resources you'll need

  • Tim Buckley Owen
  • Book:
    Successful Enquiry Answering Every Time
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 159-172

  • Summary

    ‘Give us the tools and we will finish the job’, said Winston Churchill famously during World War 2 – and that's the stage we've reached too. Up to now we've tended not to mention specific sources or products by name but just to refer to them generically. This is a manual about skills, after all – not a sourcebook. But if you've stuck with us this far, you'll be aware that we've referred to search engines, enquiry tracking systems, library management systems and the discovery facilities they can offer, reference management software – and above all specific information sources that can get you started on a whole range of enquiries. So this final chapter includes links to a selection of resources that you might find useful in your enquiry work. None of the lists in this chapter are exhaustive, and professional peers may dispute some of the choices. But hopefully they'll be enough to give you a flying start.

    But before we launch into those, we still mustn't lose sight of the fact that the best single tool at your disposal is your ability to think your way from problem to solution. We've seen that at work throughout the book, and it applies just as much when you're planning a shopping expedition for resources that can help you in your enquiry work. It should be pretty obvious, really, that you can't reach any decisions on how to tool up until you've worked out what your enquirers are likely to need and the demands you can expect them to put on your service. This is true whether you're providing information to the public, to an academic community or to your colleagues and clients in a specialist organization. It requires some detailed thought before you take any irrevocable decisions, and brings in yet another thinking skill: predictive thinking.

    Making best use of your Time, Intellect and Money

    Every service you provide, and every tool you acquire, is likely to consume three principal resources in different degrees: your Time, your Intellect and (of course) your organization's Money. Clearly everything you do involves money in terms of the time you devote to each task. But only one of these three involves hard cash – the one resource that is overtly limited in terms of your budget – and that's Money. The other two resources are limited only by your ability.

  • Foreword

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp xiii-xvi

  • Summary

    I was delighted to be asked to write the Foreword to this book, which bridges an important gap between the Information Literacy work researchers and practitioners do in higher education, with the support that is needed in the workplace. Better collaboration between information professionals in all sectors has long been aspired to, but it is only relatively recently that work is being done to join the dots between Information Literacy initiatives in schools, higher education and the workplace. Understanding how people's ‘information landscapes’ (Lloyd, 2010) shift as they transition to a new environment is hugely relevant and this book offers us new perspectives.

    I was particularly pleased to be invited to write this Foreword, as I am indebted to Marc Forster for a number of reasons. Most recently he has been a valuable addition to the CILIP Information Literacy Group's committee. And it was through his doctoral work that I first properly engaged with the research methodology, phenomenography, a methodology that originated in the field of education but has been used increasingly in Information Literacy research (Yates, Partridge and Bruce, 2012) in recent years. A qualitative methodology, it is concerned with the variation in the way phenomena are ‘experienced’. Understanding of the variations in the way Information Literacy is experienced and so given ‘meaning’, often in terms of the personal or collaborative knowledge it develops, helps us see how Information Literacy contributes to work, study and other aspects of our daily lives. I was already familiar with the work of Christine S. Bruce and the seven faces of Information Literacy; however, through Marc's work I saw how looking at themes and variations of complexity within experiences of Information Literacy translated into the work that I did on a day-to-day basis. Interacting with another person's work is an enlightening, highly reflective and iterative process and one that can fundamentally change our understanding of a subject.

  • 10 - The ‘hidden’ value of Information Literacy in the workplace context: how to unlock and create value

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 131-148

  • Summary

    This chapter will discuss:

  • • how there are many knowledge workers in the business world who are not traditionally considered information professionals but use information as part of their day-to-day work.

  • • how information professionals might play a business-driven, strategic yet pragmatic role in the enhancement of the Information Literacy (IL) capabilities of knowledge workers of all types and levels.

    • Introduction

    The job titles of information professionals are numerous and varied: from strategist, information/knowledge manager, intranet/internet manager, professional support lawyer, to CRM administrator, researcher, analyst, marketing and communication manager, product manager, training manager and many more. In this chapter, information professionals are defined as those key employees of whatever label who consciously consider how best to help the company leverage information and/or create information systems, service and marketplace to create value for their employees, clients or business stakeholders. There are many knowledge workers who are not traditionally considered information professionals but use information as part of their day-to-day work.

    As the advancement of technology empowers all knowledge workers with affordable digital tools at their fingertips, information professionals are increasingly providing coaching and training services on the effective use of information systems (where the information is stored) or communication tools (where ideas and information are exchanged). They offer advice on how to create, share, search, organize, visualize, analyse and present information. Simply speaking, they show themselves to be those pivotal individuals who introduce ‘Information Literacy’ to the workplace context.

    So how important is IL in the workplace context? This chapter examines knowledge workers in different roles, functions and levels, who work under different operating models and company cultures, to understand if and when IL adds value to the business, and if it does, how might information professionals play a business-driven, strategic yet pragmatic role to enhance knowledge workers’ IL capabilities.

  • Introduction: Why thinking skills matter

  • Tim Buckley Owen
  • Book:
    Successful Enquiry Answering Every Time
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp xi-xiv

  • Summary

    Twenty-one years ago – almost to the day actually – I rented a small holiday cottage on the Isle of Wight, hired a large and clunky computer from a local firm (for rather more than the cost of renting the cottage) and settled down to draft the first edition of this book. At that time I never thought there would be a second edition, let alone a seventh.

    Since then, some things have come full circle. We now live on the Island most of the time, so it's here again that this edition has been penned. But when it comes to the information profession – the people whose job is to answer enquiries for a living – it's difficult to decide whether we're talking about a straight road from the book-lined room to a world of virtual crowdsourced content or, again, about a situation where things have come full circle.

    Let me explain. When people want to satisfy their immediate curiosity these days they're much more likely to turn to social media on their mobile device than ask their local library. So the days of flesh and blood intervention in this kind of quick reference enquiry are inevitably numbered.

    But the professional skills that underpin them are not. They keep coming round and they work for anyone whose job is to provide information, advice and guidance using third party sources to help them. So they're also transferrable skills, relevant not only in libraries but also for anyone whose job is to provide learning support to students, work with research teams or offer contact centre services.

    In my work as a trainer, I'm increasingly being asked to develop modules and courses that address new value-added activities, and particularly in taking the process beyond the traditional outcome: delivery of raw literature search results with no further comment. Clients for this kind of training include specialist organizations of all kinds, government, law firms and, most recently, health bodies.

    So although the book's coverage of the underlying skills remains fundamentally the same, I felt that at least some of the emphasis needed to change. Particularly in the later chapters, there's now much more focus on the information professional's role in things like fostering information literacy, managing the desk research process and presenting research results effectively.

  • 7 - Don't just give me another reading list! Using critical thinking skills to add further value to your answer

  • Tim Buckley Owen
  • Book:
    Successful Enquiry Answering Every Time
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 131-158

  • Summary

    Spotlight is a movie that tells the true story of how journalists at the Boston Globe lifted the lid on a major cover-up in the Roman Catholic Church. During their investigations, the team did everything you would expect investigative journalists to do: they door-stepped people; they confronted leading figures; they waited for hours in outer offices trying to grab interviews. But the backbone of their research was a simple spreadsheet onto which they made entries from back issues of the Massachusetts Catholic Directory. It was this that enabled them to spot the suspicious patterns of behaviour that underpinned their revelations.

    This kind of activity is increasing dramatically in importance. At the rocket science end of the spectrum, it's manifesting itself as Big Data, where analysts develop and employ applications to trawl vast quantities of data, looking for patterns that can be turned into e-commerce or other opportunities. But the principle of applying critical analysis to retrieved data operates across the board – including to the human brain power that we bring to bear in carrying out literature searches.

    Of course, we mere mortals do face limitations – mainly in the tiny amount of content we are capable of evaluating within a sensible timescale compared with what computers can achieve. But that doesn't mean that we're incapable of doing it. We've already looked briefly at some of the principles of good time management in Chapter 5 and, crucially, at the distinction between vital and urgent tasks. And it's with this next task in particular – synthesizing your search results into a narrative report on the findings – that those principles really demonstrate their value.

    Techniques such as those described in this chapter carry obvious lessons for information professionals who carry out desk research on their users’ behalf. But they're no less valuable for academic librarians too. Charged with promoting and encouraging good information literacy practice, they can draw their own users’ attention to the benefits such techniques can offer and the higher quality of research they are likely to produce as a result. So, as with the searching techniques we looked at in Chapter 4, information professionals whose job is to encourage good research practice in others, such as students doing assignments, should find masses in this chapter that they can also pass on to those they support – in particular, use of critical thinking skills.

  • 6 - Success! Now let's add some value Using your creative thinking skills to present your answer well

  • Tim Buckley Owen
  • Book:
    Successful Enquiry Answering Every Time
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 107-130

  • Summary

    ‘It ain't what you do, it's the way that you do it,’ goes the old Ella Fitzgerald song. True enough – but the real wisdom is in the last line: ‘That's what gets results’.

    Whether you're helping members of the public, mentoring students or providing a full research service to a specific organization, there's every reason to take pride in the answers you provide. This is partly for your personal satisfaction, but it's also really good customer relations. A service that looks and sounds good inspires customer confidence and wins repeat business; one that doesn't risks losing that confidence, resulting in declining business and possibly even closure. In helping people find the information they want, you haven't been doing something easy, you've been doing something highly skilled – so don't spoil it with a weak finish.

    Obviously, presenting your answer well matters when you're providing finished research results. (We're going to look at this in more detail in Chapter 7.) But it's just as important to be clear and concise – and to prioritize the information you provide – when you're advising enquirers on sources or search techniques. Presentation also matters when you're advising on a transaction such as how to request a document, access an electronic resource, use an online service or follow a procedure. Whatever the circumstances, presentation isn't an optional extra; it's an essential ingredient for the future development of your service. To achieve it, you need to be able to think creatively.

    Quality-checking your answer

    But just before you present your answer, it's wise to have one final quality check – just to make sure you haven't missed anything important or accidentally done something silly. As with so many of these stages in the enquiry-answering process, it may seem a bit tedious – but it's far better if you discover a howler before delivering the answer rather than letting the enquirer find it afterwards. So a few thoughts on final things to check …

  • 2 - How is Information Literacy experienced in the workplace?

  • Edited by Marc Forster
  • Book:
    Information Literacy in the Workplace
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2017, pp 11-28

  • Summary

    This chapter will discuss:

  • • how researchers have sought to understand Information Literacy (IL), including how it is ‘experienced’ in the real world.

  • • how IL can be understood as something experienced in a range of contexts meaningful to the individual and relevant to her/his contributive engagement with the workplace.

  • • how IL experience can be investigated to show the kinds of purposeful knowledge development activities that it facilitates and that are key to the functioning workplace.

    • Introduction

    According to the information theoretician Luciano Floridi, knowledge is information which is both significant and true in its meaning (Floridi, 2010); a sufficiency of which, when brought into relationship with existing knowledge (learning), leads to increased understanding and more effective decision making (Megill, 2012; Hoyt, Bailey and Yoshihashi, 2012). Information Literacy operates at the information–knowledge crux: seeking, sorting, evaluating information; managing and presenting true information within new structures and relationships of knowledge. It is experienced by someone who can ‘synthesis[e] …. information and data to create new knowledge’ (SCONUL, 2011, 11) and so promote learning.

    The findings derived from a study of the experience of IL in the nursing profession (Forster 2015a) appeared to show that IL is always an experience of the development of the knowledge, and hence the knowledge-based decision-making abilities, that nurses need in the specific contexts of their practice. The findings from this study, together with an analysis of the findings of several previous studies in IL experience (e.g. Boon, Johnston and Webber, 2007; Diehm and Lupton, 2012; Williams, 2007; Lloyd, 2006; Lupton, 2008; Limberg, 1999; Yates, Partridge and Bruce, 2009), as well as consideration of recent work by Bruce and various colleagues (Bruce and Hughes, 2010; Bruce, Hughes and Somerville, 2012), suggested that this may be true of IL experience in general. IL experience always appears to involve the development of knowledge that is meaningful in specific contexts. In the workplace, IL experiences generate the knowledge that contributes to a greater understanding, and to the successful undertaking, of designated roles and tasks (Forster, 2015a). Such experiences include an awareness of the information required in each workplace context, and the varying sources, processes and ‘coparticipatory practices’ (Lloyd, 2010) needed to develop knowledge as the context varies.

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