‘Let me show you how it’s done’: information literacy practices of technical service librarians

Abstract

The literature on people’s learning in workplace settings is clear that the creation of knowledge in organizations is inherently social and normative, and relies on shared notions, such as the testimony of others, group judgments, and organizational norms and standards. In the workplace, information literacy is thus a form of practical understandings, where people become knowledgeable by means of working together, sharing experiences, and constructing meaning out of what they do. The work environment of academic librarians is constantly and vigorously changing with knowledge creation rapidly shifting to new levels, and technology dynamically evolving to offer new opportunities for intensified processes, products, and services. Particularly in technical service units of libraries, infrastructure and tools are continually evolving, and along with other challenges, such as a retiring workforce and unfilled vacancies due to budget restraints, it becomes imperative to incorporate new developments, while simultaneously keeping expertise and knowledge within the organization. Yet, change is not easy, and when staff members are fully occupied with demanding daily tasks and projects, efforts to learn new skills to incorporate new developments in their work, are less prioritized. This paper will report on a case study of the Library Technical Service unit at the University of Pretoria, on the practical application of theory on workplace information literacy practices in the everyday work context. It will in particular focus on the methodology to implement peer learning in the team to address succession planning and ensure professional development.