Abstract
PurposeTo describe the various landscapes in which information literacy has been explored and to propose new ways of thinking about information literacy.Design/methodology/approachDraws on constructivist‐influenced grounded theory method employed during doctoral research into information literacy practices of firefighters.FindingsInformation‐literate people are more usefully described as being engaged, enabled, enriched and embodied. Information literacy is conceptualized through this research as a way of knowing. The revised and extended definition is a more appropriate one to underpin an emerging ontological perspective on information literacy and to foster an understanding of information literacy as a meta‐competency.Research limitations/implicationsThe research was limited to an in‐depth exploration of one professional group in one geographic location over 18 months.Practical implicationsThe provision of a broader definition of the information literacy and the illustration of how information is perceived in a variety of concepts broadens librarians' and educators' understanding of information literacy. It offers librarians and educators a different way of thinking about information literacy.Originality/valueThis paper reports and expands upon original doctoral research of significance to information professionals and educators.
Subject
Library and Information Sciences,Information Systems
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