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The purpose of this paper is to introduce a range of sensitising themes that may help to frame the emerging concept of fractured landscapes.

Key concepts are drawn from the forced migration field, from social theory and from Library and information science research to frame the concept of fractured landscape research. Methodological and ethical aspects that influence research are also introduced.

The importance of nomenclature is identified in relation to designations of refugee and migrant. The concept of a fractured landscape provides a suitable way of describing the disruption that is caused to refugees’ information landscapes in the process of transition and resettlement. The sensitising themes such as the exilic journey, liminality, integration, bonding and bridging capital are introduced to provide a way of framing a deeper analysis of the information experience of people who must reconcile previously established ways of knowing with the new landscapes related to transition and resettlement.

Original paper that introduces an emerging conceptual framework and a range of questions that may be useful to library and information science researchers who wish to pursue research that contributes to the humanitarian area or library services.

The study focussed on information literacy practices, specifically on how higher education staff managed the transition from established and routinised in-person teaching, learning and working practices to institutionally mandated remote or hybrid working patterns during the COVID-19 pandemic.

The qualitative study forms part of a broader research project, examining how information literacy and information practices unfolded during the COVID-19 pandemic. Phase Three of this project, which forms the subject of this paper, employed semi-structured interviews to explore the impact of COVID-19 on the workplace and, in particular, the role that technology and digital literacy plays in enabling or constraining information literacy practices necessary for the operationalisation of work.

The complexities of the COVID-19 pandemic precipitated a fracturing of workplace information environments and worker information landscapes by disrupting all aspects of academic life. The study recognises that whilst the practice of information literacy is predicated on access to modalities of information, this practice is also shaped by material conditions. This has implications for digital literacy which, in attempting to set itself apart from information literacy practice, has negated the significant role that the body and the corporeal modality play as important sources of information that enable transition to occur. In relation to information resilience, the bridging concept of fracture has enabled the authors to consider the informational impact of crisis and transition on people's information experiences and people's capacity to learn to go on when faced with precarity. The concept of grief is introduced into the analysis.

This study presents original research.

The purpose of this paper is to introduce and examine algorithmic culture and consider the implications of algorithms for information literacy practice. The questions for information literacy scholars and educators are how can one understand the impact of algorithms on agency and performativity, and how can one address and plan for it in their educational and instructional practices?

In this study, algorithmic culture and implications for information literacy are conceptualised from a sociocultural perspective.

To understand the multiplicity and entanglement of algorithmic culture in everyday lives requires information literacy practice that encourages deeper examination of the relationship among the epistemic views, practical usages and performative consequences of algorithmic culture. Without trying to conflate the role of the information sciences, this approach opens new avenues of research, teaching and more focused attention on information literacy as a sustainable practice.

The concept of algorithmic culture is introduced and explored in relation to information literacy and its literacies.

The purpose of this second study into information literacy practice during the COVID-19 pandemic is to identify the conditions that influence the emergence of information literacy as a safeguarding practice.

The qualitative research design comprised one to one in-depth interviews conducted virtually during the UK's second and third lockdown phase between November 2020 and February 2021. Data were coded and analysed by the researchers using constant comparative techniques.

Continual exposure to information creates the “noisy” conditions that lead to saturation and the potential for “information pathologies” to act as a form of resistance. Participants alter their information practices by actively avoiding and resisting formal and informal sources of information. These reactive activities have implications for standard information literacy empowerment discourses.

The paper is limited to the UK context.

Findings will be useful for librarians and researchers who are interested in the theorisation of information literacy as well as public health and information professionals tasked with designing long-term health promotion strategies.

This paper contributes to our understandings of the role that information literacy practices play within ongoing and long-term crises.

This paper develops research into the role of information literacy practice in times of crises and extends understanding related to the concept of empowerment, which forms a central idea within information literacy discourse.

The aim of this study is to investigate people's information practices as the SARS-CoV-2 virus took hold in the UK. Of particular interest is how people transition into newly created pandemic information environments and the ways information literacy practices come into view.

The qualitative research design comprised one-to-one in-depth interviews conducted virtually towards the end of the UK's first lockdown phase in May–July 2020. Data were coded and analysed by the researchers using constant comparative and situated analysis techniques.

Transition into new pandemic information environments was shaped by an unfolding phase, an intensification phase and a stable phase. Information literacy emerged as a form of safeguarding as participants engaged in information activities designed to mitigate health, legal, financial and well-being risks produced by the pandemic.

Time constraints meant that the sample from the first phase of this study skewed female.

Findings establish foundational knowledge for public health and information professionals tasked with shaping public communication during times of crisis.

This paper contributes to understandings of the role that information and information literacy play within global and long-term crises.

This is one of the first studies to explore information practices during the COVID-19 pandemic.

The purpose of this paper is to introduce the concept of Dark Knowledge, an epistemology that acknowledges both alternative knowledge and ways of knowing which are cognizant of the moral and ethical positioning of each.

This is a conceptual paper that uses existing relevant literature to develop the work. The paper uses a four-stage literature search process and draws upon a range of disciplines, including philosophy, computer science and information management, to underpin the evolution of the concept.

As a conceptual paper, no empirical findings are presented. Instead, the paper presents an embryonic model of Dark Knowledge and identifies a number of characteristics, which may be used to explore the concept in more detail.

There is a clear need to develop a body of empirical work, adding to the theoretical perspectives presented in this paper. It is anticipated that this paper will provide one of the cornerstones for future studies in this area.

The paper makes an original contribution to the study of information behaviours, practices and epistemology.

The purpose of this paper is to respond to an earlier article in the Journal of Documentation: The Cult of the “I”.

The method is a form of critical response.

Numerous problems regarding the The Cult of the “I” article are discussed.

This paper puts forward views about the iSchools Movement.

This study explored whether the creation of an illustrated picturebook could explain the terms and practicalities of participatory, multi-method qualitative research to children aged four to eight years and their parents/carers, creating conditions to seek agreement to their participation, by using an age-appropriate design whilst adhering to ethical guidelines. The purpose of this paper is to explore how this was done addressing these issues.

Drawing on the researcher's previous professional experience working in children's publishing and taking an innovative and collaborative approach to giving information to child and parent/carer co-researchers, the researcher and an illustrator created a picturebook both as an eBook and a paperback book to recruit and explain research and co-researchers’ roles to young children and their parents/carers.

The picturebook successfully recruited 30 children and their parents/carers. Other children expressed their wish not to participate. These findings suggest that greater consideration should be given to the ways information is given to potential research participants, particularly the visual, material and paratextual elements of the information sheets and consent forms routinely used in research.

This paper offers insight into the publishing practicalities of creating innovative ways of giving information about research participation to children and parents/carers and how these ways might foster rich data collection.

The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication.

The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd’s conceptualization of “information literacy practice”, and Jack Andersen’s conceptualization of information literacy as “genre knowledge”. Their positioning of information literacy as a socially contextualized phenomenon – by use of practice theories and rhetorical genre theory, respectively, – is analysed against an illustrative example of interdisciplinary scholarly communication.

Conceptualizations by Lloyd and Andersen explain information literacy as socially contextualized in terms of stable norms and understandings shared in social communities. Their concepts have the potential of explaining changes and innovations in social practices including scholarly communication. If we combine genre-theoretical and practice-theoretical concepts – and accentuate the open-endedness of social practices and of genres – we can enhance the understanding of information literacy in settings of interdisciplinary scholarly communication where the actors involved lack shared conventions and assumptions.

The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.

The purpose of this paper is to introduce and explore the concept of information resilience.

The concept of information resilience emerges from a qualitative study that explored the health information experience and information practices of resettling refugees. Semi-structured face-to-face interviews were employed and the data collected were analysed using an grounded theory approach.

The present study describes information resilience as an outcome of information literacy practice. As an emerging concept information resilience has the potential to focus research attention towards the critical role that information and information practices such as information literacy have in supporting people whose knowledge bases, social networks and information landscapes have become disrupted during transition.

Public libraries role in support the development of information resilience is considered.

The paper draws from a study of the health information experiences of refugees during resettlement (Lloyd, 2014). The concept of information resilience emerges as an outcome of information literacy practice, for people whose knowledge base has become disrupted; and, who because of this disruption, must engage with new information environments and construct new information landscapes to rebuild social capital and bridge the transition into a new community.

Introduces the concept of information resilience as a focal point for investigating transition from an information studies perspective.