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,...

In this closing chapter the editors review key themes that have emerged through the book. We recognize the varied and dynamic nature of information experience across multiple contexts, and present our own conceptualization of information experience. Finally, we consider possible future...

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...

Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce...

This chapter presents the preliminary results of a phenomenographic study aimed at exploring people’s experience of information literacy during the 2011 flood in Brisbane, Queensland. Phenomenography is a qualitative, interpretive and descriptive approach to research that explores the...

Information experience has emerged as a new and dynamic field of information research in recent years. This chapter will discuss and explore information experience in two distinct ways: (a) as a research object and (b) as a research domain. Two recent studies will provide the context for this...