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Information literacy is a rich and complex social information practice that is constructed according to specific practical understandings, rules and teleoaffective features which characterise a social site or setting. This paper aims to explore the philosophical and theoretical perspective of practice theory, in particular, the ontological work of Schatzki. These perspectives are to be used to frame an understanding of the features of information literacy as sociocultural practice.

A theoretical perspective is introduced to examine the concept of information literacy practice by framing this analysis through a site ontology developed by Schatzki. Sociocultural and practice theory are employed in this exploration of information literacy as sociocultural practice and provide a framework for architecture of information literacy practice.

Information literacy can be understood as a critical information practice which is organised and arranged through the site of the social, rather than as a reified and decontexualised set of skills.

Framing information literacy research through site ontology and the use of a practice perspective has implications for further research into information literacy and for the development of pedagogic practices related to information literacy instruction

The paper offers an alternate way of framing information literacy by introducing the concepts related to practice theory.

This paper aims to introduce a “people‐in‐practice” perspective which brings together previous theorisations of information literacy landscapes and practice. This perspective provides the framework to analyse the complex practice of information literacy from a sociocultural perspective. This perspective represents a shift in focus towards information literacy as a socially enacted practice, and away from the information skills approach that has dominated information literacy research and education.

The empirical data that informs this work is drawn from a series of studies that have been conducted by the author in the workplace and in everyday settings since 2004. Findings from these studies have contributed to the development of the people‐in‐practice perspective that is presented in this article.

Drawing from the author's empirical studies and from literature reporting socio‐cultural research into information literacy, a people‐in‐practice perspective is described.

The value of this paper lies in the attempt to marry together the author's previous work resulting in the introduction of a people‐in‐practice perspective. This perspective draws from socio‐cultural and practice theory.

The purpose of this paper is to present findings of an enquiry into the use and experience of information, in learning to become an ambulance officer. The paper aims to explore how the information environment is constituted for novice and experience practitioners. The paper also aims to consider what type of information is considered important by novice and experienced practitioners in learning about practice and profession.

The study is approached from an information literacy (IL) perspective, where IL is viewed as the catalyst for learning about work and professional practice. It draws on constructivist‐influenced grounded theory method to explore how an IL experience is constituted for the worker.

Three modalities of information which inform practice are described. IL is illustrated as more than just an experience with text or skills‐based literacy. It is viewed as socio‐cultural practice which is shaped by discourse.

The research was limited to an in‐depth exploration of one professional group in one geographic location.

The study highlights the value of an IL approach to understanding how information is experienced in a workplace context.

This paper reports original research of significance to information professionals and educators.