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Libri, 2008, vol. 58, pp. 110–122 Printed in Germany All rights reserved

Copyright Saur 2008 Libri ISSN 0024-2667

Community Information Literacy: Developing an Australian Research Agenda Helen Partridge, Christine Bruce and Christine Tilley Queensland University of Technology, Brisbane, Australia

The majority of information literacy (IL) research has been conducted within the confines of educational or workplace settings. Little to no research has explored IL in community contexts. This paper will consider the current state of IL research within the community setting. The paper uses three recent IL studies as a vehicle for developing an Australian community IL research agenda. Three observations are made about community information literacy (CIL) and CIL

research: (i) it is multi- and inter-disciplinary; (ii) it has a learning lens; and (iii) it has a pluralistic approach. The CIL research agenda should be seen as practical and real – it is about real people, doing real things in real life contexts. To achieve this we must bring together a research community that is ready to cross boundaries and forge relationships with other groups. In addition a coherent and structured research agenda should be established.

Introduction

of research into IL within the everyday context is perhaps not unexpected given that IL research is, “still in its infancy” (Bruce 2000, 91). Information literacy research is just over twenty years old and only now entering what Bruce calls the “evolving phase” in which the “research territory is…beginning to emerge”. Spink and Cole (2001b) observe that the everyday life context represents a relatively new research focus within the LIS research community and that it offers an important and challenging area of scholarly enquiry. This paper will consider the current state of IL research within the community setting and will explore how several different research approaches – positivistic (e.g. surveys), naturalistic (e.g. grounded theory) and interpretive (e.g. phenomenographic) can all contribute to an emerging agenda. The paper uses

Whilst information literacy (IL) has rapidly become an object of research interest in the education and the library and information science (LIS) disciplines, the majority of this research has been confined to educational (Bruce 1997) and workplace settings (Lloyd 2005). Little research has been conducted exploring IL within the context of everyday life. Todd (2000, 30) comments that: “information makes a difference to the everyday lives of people and that having the knowledge and skills to connect with and interact with this information can enable people to solve real world problems and address life concerns”; but, Todd also observes, “information literacy literature to date gives little attention to this”. The relative absence

This paper is based on a presentation at the international conference ‚i3: Information: Interactions and Impact‘, organised by the Robert Gordon University Department of Information Management, and held in Aberdeen, Scotland, 25–28 June 2007. Helen Partridge is Senior Lecturer, School of Information Systems, Faculty of Information Technology, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000. E-mail: [email protected] Christine Bruce is Associate Professor and Director of Teaching, Faculty of Information Technology, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000. E-mail: [email protected] Christine Tilley is Research Student, School of Information Systems, Faculty of Information Technology, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000. E-mail: [email protected]

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Community Information Literacy Figure 1. Case studies of community information literacy

three recent IL studies as a vehicle for developing an Australian CIL research agenda.

What is community information literacy? Community information literacy (CIL) is the application of information literacy in community contexts. The Information Literacy meeting of experts in 2002 noted that: People are information literate who know when they need information, and are then able to identify, locate, evaluate, organise and effectively use that information to address and help resolve personal, family, job-related or broader social issues or problems with which they must cope. (Personal correspondence to invited participants from Robert S Willard, Executive Director NCLIS, 13/12/01)

The Prague Declaration (Thompson & Cody 2003) identifies the “creation of an information so-

ciety as key to social, cultural and economic development of individuals” (p. 1). They identified information literacy as a prerequisite for participating in an Information Society, as “part of the basic human right of lifelong learning” and as an “integral part of Education for All”. A similar observation was noted in the Alexandria Proclamation (need cite in References): Information literacy lies at the core of lifelong learning. It empowers people in all walks of life to see, evaluate, use and create information effectively to achieve their personal, social, occupations and educational goals. It is a basic human right in a digital world and promotes social inclusion for all nations (Garner 2005, 3).

An interest in community information literacy therefore encompasses a critical interest in those who are currently relatively disempowered in our global technological society, including women, 111

Helen Partridge, Christine Bruce and Christine Tilley children, disabled persons. For example, Joan Challinor (cited in Thompson & Cody 2003, 24– 25), then Chairperson of the US NCLIS, comments that ‘It is now past time to accept an “information literacy super-highway” on which men in the developed world, and some in the developing world, are travelling in fast cars while the majority of women in the developing world are walking barefoot on dirt-roads”. Citing the 68 Digital Opportunities Task Force (G8 2001, 24), she reminds us that our purpose in the information literacy agenda is “to help the poorest help themselves to create richer and fuller lives that express and affirm their own distinctiveness in an increasingly interconnected global village.” Perhaps one of the best ways to truly understand what information literacy is within a community setting is by considering two real life examples (see Figure 1). These examples demonstrate that information literacy transforms; and that information literacy brings about learning.

CIL research: the background The information science research community has begun to investigate people’s experience and engagement with information within the context of the everyday life. To date studies have investigated the information behaviour of battered women (Dunne 2002); women (Young 2002); older adults (Wicks 2004); homeless people (Gale 1998); and African Americans (Spink & Cole 2001a). Additionally, a growing number have explored the way people use the internet within the context of their everyday information seeking. Hargittai and Hinnant (2006) note that a distinguishing feature of this emerging research is the focus on the “small worlds” of the groups being studied. A ‘small world’ is a “society or world in which members share a common worldview…Members [of the small world] determine what is, and what is not, important, and which sources can be trusted” (Hersberger 2005, 80). A natural progression from these ‘small world’ studies is the development of theories and frameworks in an attempt to explain information behaviour in the everyday context. For example: the everyday life information seeking (ELIS) model (Savoleinen 1995); information grounds (Fisher 2005); and Chatman’s (1995) suite of information behaviour frameworks (i.e. theory of information poverty; theory of life in the round; 112

and, theory of normed behaviour). The existing collection of small world studies and emerging frameworks demonstrate that information is indeed important in community settings.

CIL Research in Australia CIL research in Australia has been dominated by a focus on the use of information and communication technology (ICT) and information access for social inclusion. The three investigations analysed below represent this focus. The information needs of people with long-term physical disabilities are addressed in a project led by Tilley (Tilley et al. 2006). A grounded theory approach was used in the investigation. The primary outcome was the Virtual Community Model, a theory regarding the character of virtual communities for the disabled. The model identifies: the need for ‘a sense of control’ as the foundation element of virtual communities for the disabled; the key domains in which disabled people participate in virtual communities; and the barriers and enablers to their participation. The model provides a framework that can be used by interest groups and other organizations to facilitate the development of virtual communities for persons with physical disabilities. Partridge (2007) investigated the human dimension of the digital divide. Using self administered surveys the research is guided by Bandura’s (1986) social cognitive theory to examine the psychological barriers that prevent individuals from integrating the internet into their everyday lives. The research illustrates that psychology does matter; and that the digital divide is not just about computers, modems and hardware. It is about people. As such the key to solving the issue of digital inequality is not going to be found with corporate or government funds and resources providing physical access to technology. Instead the key to solving digital inequality is inside the individual user. Also concerned with the digital divide is McMahon and Bruce’s (2002) analysis of information literacy needs in cross-cultural settings. Using phenomenography, the research examines the differences in perceptions of information literacy needs among local workers and western development workers. The findings suggest several considerations that should inform policy and practice within the context of cross-cultural development projects aimed at bridging the digital divide.

Community Information Literacy Figure 2. IL needs of local workers in community development projects

Each of these three projects uses very different research approaches to shed light on the problem of enhancing community information literacy. They illustrate clearly how different approaches can, and should, work together to inform an emerging research agenda. Bruce (2000, 95) identifies five dimensions for the analysis of the IL research territory, including: 1. the sectoral location of the research (workplace, education or community) 2. ways of seeing information literacy 3. what is being investigated, that is the research object 4. how the object is being investigated (the research approach) 5. disciplinary influences (e.g. communication, information science, education, IT)

In this paper close attention is paid to the evolution of community information literacy research with a view to suggesting research directions for the future. The three information literacy studies studies noted above will be used as the vehicle through which this exploration of the evolution. It must be noted that a detailed discussion on each study per se is not provided. For information on research background and key findings the reader is directed to the publications listed.

Study One: Information literacy needs of local staff in cross-cultural development projects. McMahon and Bruce (2002) conducted research which looked at the Information literacy needs of local staff in cross-cultural development projects. The investigation aimed to identify significant differences in development workers’ ways of seeing information literacy needs amongst local staff participating in community development projects in cross-cultural contexts. Phenomenography, a research approach that has developed in response to the need to identify variation in ways of seeing or experiencing the world, was used for the investigation. Key outcomes from the investigation were: • A model of the IL needs of local workers in community development projects. The model (see Figure 2) identifies five different ways of experiencing information literacy needs, represented as a hierarchical phenomenon, with each experience including important elements of the precursive categories. • Insights into the impact of introducing ICT in an environment where intended users are unfamiliar with the technology. Some of these impacts stem from needs as basic as reading and writing skills. • Identification of the need for a multi-layers approach to meeting IL needs in cross-cultural contexts. • Identification of the need for enhanced communication between western project managers and local workers, about a wider range of issues around the project implementation experience.

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Helen Partridge, Christine Bruce and Christine Tilley Drawing upon Bruce’s five dimensions of IL research, the following observations can be made from the McMahon and Bruce study:

1) the sectoral location of the research (workplace, education or community) Community development projects in cross-cultural situations form the context of study. In many developing countries information and communication technologies are regarded as critical for achieving development goals. However relatively little attention is paid to information literacy as a necessary consideration in projects. In the development literature ICT are regarded as a solution.

2) ways of seeing information literacy In this paper, information literacy is seen as a primary enabler in the development context. It is also seen as a construct which takes on particular meanings discernible in the experience of people involved in a given situation – in this case development projects. Information literacy is not assumed to be a process or a set of skills or an established raft of information behaviours.

3) what is being investigated, that is the research object The research object is ‘information literacy needs’, as experienced by development workers, working alongside local staff in implementing aid projects. It is the perceptual world of these staff that is of primary interest. As actors deeply involved in the integration and long term outcomes of the development projects – what are their views, how do they see the information literacy needs of local workers? The importance of investigating the world as perceived derives from the construct that powerful ways of acting come from powerful ways of seeing (Marton & Booth 1997). This construct has emerged from research into learning that has identified ways of discerning situations as being closely associated with how those situations are understood. For example, if a person sees learning as transmission of knowledge or information, 114

then they are likely to teach that way with a focus on the content to be transmitted; alternatively if the person sees learning as development of new awareness, then they might teach through the design of novel experiences or problems that will bring about the desired awareness. In this research, development worker’s views of information literacy needs are of interest because they are in a powerful position to ensure that the needs of local staff are met. Investigating their views makes explicit the views of development workers and provides a framework for professional growth, discussion, debate and training.

4) how the object is being investigated (the research approach) The research object is investigated using phenomenography (Marton & Booth 1997). Phenomenography is an interpretive research approach that looks at the different ways people experience or conceive a range of phenomenon (Bruce 1997). The intent of phenomenographic research is to understand variation in the collective experience of a group or community in regards a particular phenomenon. It is founded in the belief that “whatever phenomenon or situation people encounter, we can identify a limited number of qualitatively different and logically interrelated ways in which the phenomenon or the situation is experienced or understood” (Marton 1994, 4). In this research the phenomenon explored was the information literacy needs of local workers in development projects (as understood by the western development workers). In order to elicit perceptions of information needs, semi-structured, in-depth interviews were conducted and transcribed. The focus of the interview questions was not specifically based on ICTs, but on the experiences of the individuals in their various workplace settings.

5) disciplinary influences ( e.g. communication, information science, education, IT) The study was influenced by, and in turn influences several different disciplines including development informatics, the literature of research into learning, and early research into information literacy.

Community Information Literacy

Study Two: A sense of control: a virtual community for Queenslanders with longterm, physical disabilities.

Figure 3: A sense of control

Christine Tilley’s et al. (2006) research project – A sense of control: a virtual community for Queenslanders with long-term physical disabilities – develops a theoretical framework for a virtual community for people with long-term physical disabilities. The investigation proposes strategies for implementing a virtual community model based on user information needs for Queenslanders with longterm physical or mobility disabilities. Grounded theory, a research approach in which the theory is developed inductively from a corpus of data, was used for the investigation. Key outcomes from the investigation were a naturalistic approach that is developed inductively from a corpus of data. • A ‘sense of control’ is the foundation element of virtual communities for the disabled (see Figure 3). • The key domains in which persons with disabilities participate include: Education, Fantasy, Information, Interest, Relationship, Transaction • Key barriers include costs, the need for assistive equipment and technological training • Key facilitators of access are information and IT literacy

Drawing upon Bruce’s five dimensions of IL research, the following observations can be made from the Tilley study:

1) the sectoral location of the research (workplace, education or community) A virtual community for people with long-term, severe physical or mobility disabilities forms the context of the study. Despite the long-standing interest in online or virtual communities in the western world, particularly in Australia, there is a paucity of successful virtual communities or models of ‘best practice’ for persons with long-term, severe physical disabilities. Virtual or online communities are seen as ‘stepping-stones’ between rehabilitation services and full adjustment back into the community.

2) ways of seeing information literacy In this study information literacy is seen as “a sense of control”. The study showed that persons

with long-term physical disabilities desired to regain a ‘sense of control’ over their lives, and that this was achieved by their use of information and communication technology. Information and communications technology and on-line communities offer ways to enhance every person’s inclusion, participation and empowerment in our society. The study also shows that although the technology itself provides strategies for independence and thus facilitates self-empowerment, it is also capable of being dis-empowering. Many study participants referred to this aspect as a “double-edged sword”. Empowerment and dis-empowerment are intersecting processes because of digital divide and information literacy issues and this “doubleedged sword”, which virtual reality presents for people with physical disabilities.

3) what is being investigated? What is the research object? The research object is ‘virtual communities’ as experienced by persons with long-term severe physical disabilities. Grounding the study in real life engagement within the disability community (i) broadens current understanding of how virtual communities are experienced; (ii) provides baseline study for further research into virtual communities; and (iii) provides facilitators with a conceptual framework that will inform future design 115

Helen Partridge, Christine Bruce and Christine Tilley and practices. In this research, the views of people with long-term, severe physical or mobility disabilities of virtual communities are of interest because only people with long-term, several physical or mobility disabilities can best describe the specific characteristics needed to inform how virtual communities for persons with disabilities might best be facilitated.

4) how the object is being investigated (the research approach) The research object is investigated using the Strauss and Corbin (1990) grounded theory method. Grounded theory is an interpretive and naturalistic research approach in which the researcher allows the theory to emerge from observing a group or community. The theories developed are therefore, “grounded” in the group’s observable experiences, but the researcher also adds their own insight into why those experiences exist. The end product of grounded theory research is not a set of findings; instead, it is an integrated theoretical formulation that gives understanding about how persons or communities experience and response to events that occur (Corbin & Holt 2005). Using grounded theory allowed for exploration of virtual communities as required by persons with physical disabilities engaged in a ‘community of practice’. The methodology used one interview question to determine their experiences and perceptions regarding virtual communities and the use of Information and Communications Technology (ICT). Each interview explored in detail the elements, enablers and barriers behind the usage of ICT and/ or assistive technology. Details of the various response categories of these interviews were analysed as part of the grounded theory, constant comparison methodology, and the relationship to the literature was considered. These de-constructed meanings were compared and contrasted with those in the current literature. Rich explanations were derived.

Study Three: Redefining the digital divide in the ‘smart state’ Partridge (2007) conducted research which looked at Redefining the digital divide in the smart state. The investigation aimed to identify exploring the psychological factors that impact upon an individual’s decision to engage with information and communication technology such as the internet in their everyday life. Social cognitive theory by Albert Bandura (1986) provided the theoretical framework for the study. Key outcomes from the investigation were: • Internet self efficacy is the key predictor in determining internet use with members of the general public (see Figure 4). • Insights into the digital divide as being more complex than the current dichotomous understanding of the phenomenon (see Figure 4). • Identification of the need to develop community ICT programs that focus not just on physical access to technology but only developing self efficacy beliefs.

Drawing upon Bruce’s five dimensions of IL research the following observations can be made from the Partridge study:

1) the sectoral location of the research (workplace, education or community) Access to the internet by members of the general public from two metropolitan cities (San Jose, USA, and Brisbane, Australia) form the context of study. The digital divide has been identified as one of the “leading economic and civil rights issues” (NTIA 1999, xiii) of our time. It “disempowers, discriminates and generates dependency … it must be prevented, opposed and ultimately eradicated” (Floridi 2002, para 8). Our challenge is to build an information society for all, and this is a “historical opportunity we cannot afford to miss” (Floridi 2002, para. 14).

5) disciplinary influences (e.g. communication, information science, education, IT)

2) ways of seeing information literacy

The study was influenced by and in turn can influence several different disciplines including information literacy, lifelong learning, community informatics and social informatics.

In this paper, information literacy is seen as a framework to understand the information society. Information literacy is not just a process or a set of skills.

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Community Information Literacy Figure 4. An evolving psychological model of the digital divide

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3) what is being investigated, that is the research object The research object is ‘internet self efficacy’, as experienced by members of the general public. What are the internal forces at play that impact upon a person’s decision to engage with ICT in their daily life? Investigating a psychological perspective to the digital divide is an important compliment to the socio-economic perspective that dominates the current view of digital inequality in community because it provides new layers of understanding to a significant economic and social problem that will allow for new and more complex ways for fostering digital inclusion.

4) how the object is being investigated (the research approach) The research object is investigated using the survey method. The survey method is a positivist research approach that allows a researcher to generalise about a larger population by studying only a small portion of that population (Neuman 2003). More specifically, self administered questionnaires were used for data collection. Self-administered questionnaires are an appropriate choice for the current study because of their general suitability for investigating questions about selfreported beliefs or behaviour (Neuman 2003, 247). In this research the primary ‘self reported beliefs’ explored were the internet self efficacy beliefs of members of the general public. The self administered questionnaires gathered data on both sociocognitive and socio-economic factors.

5) disciplinary influences (e.g. communication, information science, education, IT) The study was influenced by, and in turn influences several different disciplines including psychology, information literacy, lifelong learning and learning communities, community informatics and social informatics.

Summary of the three studies An overview of the three studies presented reveals the vibrant and productive nature of community IL research in Australia. They also reveal that CIL “is still a developing research territory that offers 118

a range of possibilities and challenges” (Hughes et al. 2005). A number of significant factors need to be addressed to ensuring continuing growth and maturity in CIL research. These factors will be considered in the next section.

Discussion In 2000 Bruce noted that domain of information literacy research was “continuously constructed by researchers participating in the endeavour” and that together the existing IL research represented the “collective consciousness of IL researchers”. Drawing upon the work by Bowden and Marton (1998) the ‘collective consciousness’ comprises both ‘what is common and what is complimentary’ and it emerges when different people are conscious of the same phenomena or object of knowledge. This paper draws together current IL research within the community setting in an attempt to consider the ‘collective consciousness’ of ‘community information literacy researchers’. The three studies presented here provide interesting insight into the emerging CIL research landscape or ‘collective consciousness’. Three observations about the emerging CIL and CIL research are noted: (i) it is multi- and inter-disciplinary; (ii) it has a learning focus; and (iii) it is pluralistic. A brief discussion of each observation follows.

Observation 1: CIL and CIL research are multi- and inter-disciplinary. The three studies profiled in this paper draw upon, and provide a nexus for, many diverse research fields and disciplines, including learning research, psychology, community informatics, developmental informatics, sociology. Community information literacy research must be multi- and inter-disciplinary. It must locate itself across boundaries and develop a research landscape that is holistic and broad in scope. Johanson, Williamson and Schauder (2000)note that “just as most mainstream activities become increasingly global, so disciplines of all kinds become less able to maintain their formerly sacrosanct territories with minimal reliance on other fields” they argue that “involvement with other disciplines brings a greater understanding of our own discipline … and how we can contribute to other worlds of research-

Community Information Literacy Figure 5. The different frames

generate knowledge”. They contend that “other disciplines help to provide us with extra knowledge, additional intellectual tools, deeper understandings for the framing of research projects and broader applications for our findings”. Similarly, McNicol proposed that the value of interdisciplinary research lies in “the insights the approach provides over and above those which would have been possible by researchers from the disciplines involved approaching a particular problem interdentally” (2003, 24) and argue that “interdisciplinary research will play an increasingly important role in library and information science research and practice in the future” (2003, 29).

Observation 2: CIL and CIL research has a learning lens CIL research has a learning lens. That is, CIL research explores the way people experience and engage with information to learn. It is the focus on ‘learning’ that distinguishes IL research generally from other related fields of enquiry such as information seeking and use research and information behaviour research. The relationship between these research domains has been unclear from some time. In reviewing the literature to date

Lupton (2004) noted at least three ways of viewing the relationship between information literacy, information seeking and use and information behaviour. These included (i) IL is parallel to information seeking and use/information behaviour; (ii) IL intersects with information seeking and use/information behaviour; and, (iii) IL subsumes information seeking and use/information behaviour. Whilst it is beyond the scope of the current paper to provide a detailed discussion on this topic, nonetheless, the paper supports the view of Lupton that the “strong educational aspect of information literacy appears to be the crucial distinction” (2004, 14). It is the underlying influence of learning theory and research that distinguishes IL research, as a distinct field of scholarly enquiry. IL adopts a ‘learning lens’ to understand how people use. IL therefore is only one of the possible frames for looking at information use. Other frames might include an ‘information retrieval’ frame that uses a ‘system lens’ or an ‘information management’ frame that uses an ‘organisational lens’ (see Figure 5). One of the challenges raised in this paper is to identify the many frames and associated lens that are being used, or are needed, to understand information use fully in whatever the context (i.e. community, workplace, educational). 119

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Observation 3: CIL research has a pluralistic approach There is a pluralistic approach to CIL research. Even in the three studies profiled here, positivist, naturalistic and interpretive approaches were all used. The studies demonstrate a broad scope of research questions and approaches. Robey (1996) argues that a diversity of research methods and paradigms within a discipline is a positive source of strength. This is primarily because different paradigms focus attention on different aspects of the situation or phenomenon, and so multi-method research is necessary to deal effectively with the full richness and complexity of the situation of phenomenon. Mingers (2001) suggests that adopting a specific paradigm and associated method/s is similar to “viewing the world through a particular instrument such as a telescope, an X-ray machine, or an electron microscope”. He suggests that each instrument will reveal certain aspects of the world but that each is blind to what the other instruments reveals. “Although they may be pointing at the same place each instrument produces a different and sometimes seemingly incompatible, representation”. Mingers (2001) concludes that adopting only one method leads to a limited view of a particular research situation and that this is strong support for multiethod research. A pluralistic approach is especially important within CIL research. IL research within educational and workplace settings are traditionally more ‘institutionalised’, reinforcing the interests of the already empowered. Community information literacy research must represent the disenfranchised; it must allow the forms of information important to these communities to be recognised. Even in the academic world, non-textual information is rarely recognised as ‘information’. Challinor points out that we should not impose the view of information and the kinds of information established by the developed world universally – we need to recognise, and make possible the collection of information meaningful in other cultures, for example – indigenous art, stories, folk medicine, oral histories, religions culture. Indigenous knowledge of all kinds that has previously been disregarded by the “information world” (cited in Thompson and Cody 2003, 25). Multi-method approaches will help ensure this occurs. 120

Community IL research agenda The CIL research agenda should be seen as practical and real – it is about real people, doing real things in real life contexts. To achieve this we must bring together a research community that is ready to cross boundaries and forge relationships with other groups. In addition, efforts must be made to establish links with the priorities of research funding bodies, or those priorities must be influenced to recognise the role of CIL research more readily. It is also paramount that a coherent and structured research agenda is established to “help guide the community of scholars” (Kadel 2005, 28) and that provides the “specific vision or … set of goals for the types of research that will help his or her field advance more efficiently and effectively” (Kadel 2005, 28). The recent commentaries by Bruce (2000) and by the Prague Meeting of Experts (Thompson & Cody 2003) have guided the evolution and direction of the CIL research agenda. They note that further work is required looking at: • the nature of knowledge, information and IL in different cultures • IL experiences of individual and groups • what motivates people to walk the IL path • strategies for helping individuals and communities to become IL • IL experiences of people in public and propriety information environments • different information literacy experiences of people in rural and urban communities • experience of information literacy in oral-learning communities to enable the development of digital information skills • experience of information literacy in digital environments • and the experience of information literacy in different community contexts.

From the current paper’s profile of three CIL studies other points to consider in an emerging CIL research agenda include: • The need to continue to understand the character of information literacy as experienced, as well as answering specific questions that are more measurable. The answering of measurable questions typically belongs to a more mature field, where here we are still working at

Community Information Literacy exploring/investigating/uncovering the phenomenon – an important precursor to further research development. • How do we identify appropriate strategies for enabling high levels of IL (within a hi-tech context) across the community (as people increasingly need to deal with finance, education, health and other issues online)? How do we identify appropriate strategies to bring the informational needs and contexts of disempowered groups to the fore? • Does the character of information literacy differ in specific contexts (e.g. can we talk of health information literacy, financial information literacy, etc)? How do we identify the relevant contexts?

Conclusion CIL researchers are only just beginning to develop a ‘collective consciousness’, a consciousness that represents the emerging research territory. The paper reveals the vibrant and diverse nature of CIL research. It has noted that a number of significant factors need to be addressed to ensure continuing growth and maturity of this research field in Australia including: • Developing a firmer, more consolidated research agenda • Fostering greater collaboration between researchers • Seeking and optimising funded research opportunities • Embracing the diverse research methods and theoretical frameworks

The CIL research area is expanding. And as noted by Bruce (2000, 91) “as the collective consciousness grows, and we being to better understand each others’ ways of looking at and working within the territories of IL research our understanding of information literacy as a unique phenomenon should also grow.”

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Editorial history: Paper received 15 October 2007; Accepted 4 December 2007.

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