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The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with information. In developing the book we invited colleagues to propose a chapter on any aspect of information experience, for example conceptual, methodological or empirical. We invited them to express their interpretation of information experience, to contribute to the development of this concept. The book has thus become a vehicle for interested researchers and practitioners to explore their thinking around information experience, including relationships between information experience, learning experience, user experience and similar constructs. It represents a collective awareness of information experience in contemporary research and practice. Through this sharing of multiple perspectives, our insights into possible ways of interpreting information experience, and its relationship to other concepts in information research and practice, is enhanced. In this chapter, we introduce the idea of information experience. We also outline the book and its chapters, and bring together some emerging alternative views and approaches to this important idea.

This chapter uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The chapter concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.

This article uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The article concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.

Focusing on Johannes L. Sadie, a South African economist hired to investigate the economic options of Southern Rhodesia at the time of the Unilateral Declaration of Independence (UDI), this chapter examines the historical, ideological, pedagogical, and international influences of the intersection between economic discourse and racial ideology. Using the example of the Sadie recommendations, this chapter examines how the changing political context informed the state’s approach to the economy. A reading of the context in which Sadie was hired to justify Rhodesia’s UDI and provide legitimacy to its economic policies sheds light onto the Ian Smith regime’s approach to an alternative post-imperial (but not post-settler) state and economy, but it also speaks of the ways in which economic discourse can be deployed for political purposes by authoritarian regimes.

The purpose of this chapter is to report on the effects of a natural disaster on the tourism sector of Grand Bahama Island (GBI). This chapter explores the process of tourism destination recovery. Tourism destination recovery has become an important area of study in Small Island Developing States (SIDs). SIDs have been subject to increasing external shocks based on the state of the natural environment including climate change. GBI is the northernmost populated island in The Bahamas and the island has been impacted by several hurricanes within recent times including Hurricane Matthew in 2016 and Hurricane Dorian in 2019. A review of the tourism literature revealed that tourism destination recovery is an underresearched area in the Caribbean. Data were collected from stakeholder interviews to determine the process of tourism destination recovery. Findings revealed the importance to focus on product development, marketing, and coordination aspects of a tourism destination in recovery. This chapter offers a path towards tourism destination recovery by highlighting some of the challenges of the process, with consideration of a recovery framework for tourism destinations.