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The purpose of this paper is to provide an understanding of skilled immigrants’ lived experience of using information to learn about their new setting.

Thematic analysis was conducted on a qualitative data set collected through 16 semi-structured interviews with newly arrived skilled immigrants in Australia.

The study uncovered six different themes of experiencing using information to learn among skilled immigrants. The themes, presented as a framework, explain skilled immigrants learn about their new life through: attending to shared stories by others; getting engaged; researching; comparing and contrasting past and present; being reflective; and being directly educated.

The study presents the theory-to-practice translation approach of “information experience design” that enables the enactment of theoretical understanding of information research.

The study invites, encourages and enables information professionals to take part in interdisciplinary conversations about integration of skilled immigrants in their host countries. Using the presented framework in the study, information professionals will be able to explain skilled immigrants’ learning about their new setting from an information lens. This provides information professionals an opportunity to work with immigration service stakeholders to help them incorporate the presented framework in their real-world practice and service. Such practice and services are of potential to support newly arrived skilled immigrants to become more information literate citizens of the host society who can participate more fully in their host society.

This paper aims to explore the potential contributions of social media in supporting tacit knowledge sharing, according to the physicians’ perspectives and experiences.

Adopting a qualitative survey design, 24 physicians were interviewed. Purposive and snowball sampling were used to select the participants. Thematic analysis approach was used for data analysis.

The study revealed five major themes and over 20 sub-themes as potential contributions of social media to tacit knowledge flow among physicians. The themes included socialising, practising, networking, storytelling and encountering. In addition, with the help of the literature and the supporting data, the study proposed a conceptual model that explains the potential contribution of social media to tacit knowledge sharing.

The study had both theoretical (the difficulty of distinguishing tacit and explicit knowledge in practice) and practical limitations (small sample size). The study findings have implications for the healthcare industry whose clinical teams are not always physically co-located but must exchange their critical experiential and tacit knowledge.

The study has opened up a new discussion of this area by demonstrating and conceptualising how social media tools may facilitate tacit knowledge sharing.

The purpose of this paper is to consider how library education can best incorporate the profession's emerging interest in evidence‐based practice (EBP) whilst ensuring that the educational experience is meaningful to the contemporary library student.

A learning and teaching model developed by the Queensland University of Technology will be presented as a case study on how the library education curriculum can be developed to incorporate a focus on EBP whilst catering to the unique learning style of the millennial student.

To effectively meet the needs of the millennial student, library educators must develop their curriculum to include a real world activities and perspective, be customisable and flexible, incorporate regular feedback, use technology, provide trusted guidance, include the opportunity for social and interactive learning, be visual and kinaesthetic, and include communication that is real, raw, relevant and relational.

This paper contributes to the current discussion on how EBP can be integrated effectively into the contemporary library curriculum in general, and meet the learning needs of the millennial student in particular.

The purpose of this paper is to debate the evolving relationship between libraries and users, and to justify the idea of participatory library and the use of the “participatory library” term. The paper also discusses the development trend of the participatory library and calls for empirical research on this area.

Various sources of literature are collected and examined. Together with the inclusion of personal ideas and experience, a wide range of opinions on the contemporary library is compared and synthesised.

The paper presents changes in the relationship between libraries and users in various periods of library development. It indicates an excessive attention on Library 2.0 while neglecting the participatory nature of the contemporary library. It also suggests that the term “participatory library” should be used as this term reflects the true nature of the contemporary library, and calls for empirical work on participatory library.

This discussion is moving forward and challenging our thinking about the participatory library. It provides librarians, library managers, scholars, and the library community with a fresh perspective on the contemporary library.

Researchers debate whether tacit knowledge sharing through information technology (IT) is actually possible. However, with the advent of social web tools, it has been argued that most shortcomings of tacit knowledge sharing are likely to disappear. The purpose of this paper is two‐fold: first, to demonstrate the existing debates in the literature regarding tacit knowledge sharing using IT; and second, to identify key research gaps that lay the foundations for future research into tacit knowledge sharing using the social web.

This paper reviews current literature on IT‐mediated tacit knowledge sharing and opens a discussion on tacit knowledge sharing through the use of the social web.

First, the existing schools of thought in regards to IT ability for tacit knowledge sharing are introduced. Next, difficulties of sharing tacit knowledge through the use of IT are discussed. Then, potentials and pitfalls of social web tools are presented. Finally, the paper concludes that whilst there are significant theoretical arguments supporting the notion that the social web facilitates tacit knowledge sharing there is a lack of empirical evidence to support these arguments and further work is required.

The limitations of the review include: covering only papers that were published in English, issues of access to full texts of some resources, and the possibility of missing some resources due to search strings used or limited coverage of databases searched.

The paper contributes to the fast growing literature on the intersection of KM and IT particularly by focusing on tacit knowledge sharing in social media space. The paper highlights the need for further studies in this area by discussing the current situation in the literature and disclosing the emerging questions and gaps for future studies.

This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy?

This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us.

This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information.

This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts.

The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts.

There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.

The purpose of this paper is to provide a summary of the key themes and content of the Evidence Based Library and Information Practice 6 conference, held at the University of Salford (UK) in June 2011.

The paper summarises the content, themes and issues discussed during this conference.

This conference covered a number of themes highly relevant to current library and information practitioners and researchers. These included the link between research and practice; the validity of different types of evidence; and the importance of addressing local needs with local evidence.

The conference provided an insight into the key issues around evidence‐based practice in librarianship and information science, and suggested several areas where future development may be possible.

This study aims to explore the current and future employment opportunities for library and information science (LIS) graduates. It identifies future employers and emerging competitors in the information landscape. The strategies that may be used to respond to and capture the future job market are also presented for LIS schools in the light of the study findings.

The qualitative approach coupled with the interview technique was used for collecting insight into the phenomena. Face-to-face and telephonic semi-structured interviews were conducted with 17 faculty members (professors, associate professors and assistant professors) from 8 LIS departments. A thematic analysis approach was used to analyze the data to present the participants’ opinions regarding various aspects of the job market in the country.

It was found that the job market was still traditional (library) and would continue to be so for the next five to seven years. However, the findings also indicated the emergence of a non-traditional job market in the country. New job titles and functions relevant to the emerging job sector other than libraries in the information environment were noted.

Findings may have a direct impact on the future orientation, survival and sustainability of LIS programs in the country. The study may inform curriculum revision and updating efforts to make it more relevant and responsive to future needs.