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This study provides a critical review of the literature on information literacy in the workplace and its relevant issues. The purpose of this study is to examine two elements: how the predominantly academic information literacy is experienced in the workplace; and review how academically based information literacy frameworks can be used to increase performance in the workplace.

A critical approach to information literacy was implemented for the introduction and background information by searching for scholarly publications referring to information literacy and information literacy in the workplace. Overall, 65 published articles in English were selected and found suitable.

According to the existing literature, very few frameworks tailored to specific workplaces have been discovered and were all found to be pertinent to academic settings that included researchers. The review revealed the perceived positive role of information literacy in raising work performance. The paper concludes that the benefit for information literate employees and employers is apparent, but those differences in academic information literacy and workplace information literacy are significant.

Information literacy frameworks for the workplace, when used, are still heavily reliant on the educational sector and need to be further researched in order for them to adequately address specific workplace contexts and their socially collaborative information literacy activities.

The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.

The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.

The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.

The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.

The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.

The purpose of the study was to identify the inter-relationship of certain antecedents of innovative work behaviour (IWB). The antecedents identified for the study were workplace agility (WA), organizational identity (OI) and organizational solidarity (OS).

Data for the study were collected online using four standardized and validated questionnaires from 364 gainfully employed respondents from across Saudi Arabia. The respondents belonged to various forms of organizations like manufacturing, service, hospital and banking. The data collected for the study were analysed using structural equation modelling (SEM).

The study found a significant positive relationship between the identified concepts of WA, workplace identity, OS and IWB.

A detailed review of the literature found that no previous studies had examined the complex relationship between the identified constructs. The results of the study found a significant positive relationship between the constructs. The findings of the study have many theoretical and practical values and implications. It also enriches the literature about the antecedents of IWB. It is expected that the present study will act as a trigger for more empirical examinations in this interesting area.

This study aims to explore the strategies for implementing research data management (RDM) services in Tanzania’s higher education institutions (HEIs).

The study drew upon the technology, organization, people and environment (TOPE) framework. Using a qualitative case study approach, data was collected through semistructured interviews with librarians, lecturers, information and communication technologies (ICT) and research and innovation staff. Data was thematically analyzed.

Numerous participants recognized the importance of RDM services, such as creating data management plans, enhancing the retrieval and reuse of research data and offering support for data curation and preservation. The study also identified organizational support, including developing policies and guidelines, providing financial assistance and ensuring data security. Furthermore, the study highlighted the importance of ICT infrastructure, including servers, software and hardware. A lack of ICT infrastructure and limited skills and knowledge among those responsible for implementing RDM services were among the challenges identified.

This study used the TOPE framework, along with relevant literature, to guide the formulation of research objectives and questions. While the TOPE framework offers a comprehensive view through its four dimensions, there is a need to integrate additional models, such as data curation, to achieve a more holistic understanding.

This study provides valuable insights into strategies for implementing RDM services in HEIs. It highlights the importance of professional development for stakeholders, enabling them to develop and enforce effective strategies supporting a data-driven research agenda.

This study contributes original insights by outlining the necessary strategies for HEIs to consider when implementing RDM services. The study adds value to understanding effective RDM implementation requirements in an academic setting by identifying various strategies for developing RDM activities.