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Cited by 376Library Science and Information LiteracyLiteracy, Media, and EducationEducational Strategies and Epistemologies

Information literacy as a sociotechnical practice

Tuominen, Kimmo, Savolainen, Reijo, Talja, Sanna·2005·The Library Quarterly
DOI 10.1086/497311
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Abstract

Information literacy has thus far been mostly a practical and strategic concept guiding the library field’s efforts in teaching information seeking and using skills. Texts on information literacy rarely attempt to account for how individuals interact with other people and technical artifacts in their information environments. This article contributes to the literature on information literacy by introducing a definition of information literacy as a sociotechnical practice. Information literacy evolves in the course of realizing specific work‐related tasks and mundane activities, which usually involve a complex system of social relationships, sociotechnical configurations, and work organization. From the perspective of a situated understanding of learning and learning requirements, information skills cannot be taught independently of the knowledge domains, organizations, and practical tasks in which these skills are used. The article suggests that studying and understanding the interplay between information technologies, workplace learning, and domain‐specific knowledge formation processes is necessary for the advancement of information literacy initiatives.

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Crossref · 10.1086/497311

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  • Sociocultural theories emphasise that all human practices (including learning and information literacy) are social, ongoing, bound to specific contexts and manifested through a suite of activities that enable construction and reconstruction of information.

    “Sociocultural theories emphasise that all human practices (including learning and information literacy) are social, ongoing, bound to specific contexts and manifested through a suite of activities that enable construction and reconstruction of information.”

    From Informed Bodies: Does the Corporeal Experience Matter to Information Literacy Practice? (2014) · cites this paper as Tuominen, Savolainen & Talja, 2005

  • The term 'AI literacy' appears to serve the specific interests of different professional groups, notably researchers, educators in higher education, and teachers affiliated with computer science and computer science education.

    “We therefore conclude that the term ' AI literacy ' , instead of being discussed in depth, appears to serve the specific interests of different professional groups, notably re searchers, educators in higher education, and teachers affiliated with the fields of computer science and computer science education [2]).”

    From In search of artificial intelligence (AI) literacy in teacher education: A scoping review (2024) · cites this paper as [2]

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Authors
Tuominen, K., Savolainen, R., & Talja, S.
ORCID
Venue
The Library Quarterly
Publisher
University of Chicago Press
Published
2005-07
Volume
75
Issue
3
Pages
329-345
ISSN
  • 0024-2519 (ISSN-L)
  • 1549-652X
DOI
10.1086/497311
OpenAlex
W2143106113
Cited by
376
References
66
Citations by year
2026: 11 · 2025: 14 · 2024: 12 · 2023: 18 · 2022: 23 · 2021: 20 · 2020: 20 · 2019: 14 · 2018: 18 · 2017: 11 · 2016: 18 · 2015: 31 · 2014: 30 · 2013: 19 · 2012: 26
FWCI
53.55
Type
journal article
Language
en
Open access
closed
Locations
The Library Quarterly (publishedVersion)
Topics
  • Social Sciences › Library and Information Sciences › Library Science and Information Literacy
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
information literacy, sociotechnical practices, workplace learning, situated learning, information seeking, information technology, domain knowledge, work organization, sociotechnical arrangements, information skills

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