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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.

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.

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 gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.

The purpose of this chapter is to introduce the topic and discuss the individual chapters in this volume as well as to provide an intellectual orientation which will hopefully inspire casual readers to read further. The main thesis behind this volume is that entrepreneurial crime and illegal enterprise span two very distinct yet complimentary academic disciplines – namely Criminology and Entrepreneurial/Business Studies. And that we need to take cognisance of both instead of writing and publishing in disciplinary silos.

Our methodological approach in this volume is predominantly qualitative and in addition mainly review based. Our editorial approach is/was one of laissez-faire in that we did not want to stifle authorial creativity or impose order where there was none, or very little. The result is a very eclectic collection of interesting readings which we hope will challenge researchers interested in the topics to cross inter- and intra-disciplinary literature in search of new theoretical models.

Rather than findings we see the contribution of the volume as being an attempt to start conversations between disciplines. We appreciate that this is only a beginning. There are discoveries and perhaps a need to redraw boundaries. One surprising finding was how much the authors all drew on the seminal work of William Baumol to the extent that it has become a common framework for understanding the cross overs.

There are many limitations to the chapters in this volume. The main one is that in any edited volume the editors are faced with a dilemma of allowing more voices to emerge or imposing a restrictive explanatory framework which in turn shoe horns the chapters into an over-arching sense-making architecture. The limitation of this volume is that it can only present a few of the voices and only begin a synthesis. Interested researchers must work hard to draw meaning from the eclectic voices.

The practical implications from this chapter and the edited chapters are manifold. The chapters deal with complex issues and we have opted to allow the authorial voice to be heard and to allow disciplinary writing styles to remain as they are. This allows a very practical understanding of everyday implications to emerge.

There are many policy implications which arise from this introductory chapter and the chapters in this volume but these will take time to manifest themselves. The main point to take away is that to understand and interdict crime and in particular entrepreneurial crime we must draw on inter-disciplinary knowledge and theories of entrepreneurship and business in a wider sense.

This chapter introduces a series of apparently separate yet interconnected chapters which explore the bounds and boundaries of illegal entrepreneurship and its originality lies in its approach.