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In the traditional executive suite, the chief financial officer’s (CFO’s) role was to keep tabs on the money and then make sense of that information for the board of directors, top management, and the investment community. And while the CFO’s fiefdom was large, few ventured beyond these purely financial domains. But times have changed. Today, CFOs must take on dynamic leadership roles in four important areas of the business. First, they have exemplary strategic management capabilities. Second, they are able to provide line management with detailed, real‐time information that improves the quality of strategic decision‐making and execution. Third, they transform the traditional investor‐relations function into a source of competitive advantage. And fourth, their leadership transcends the finance function and carries over into all areas of the company.

This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.

A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.

The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.

This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.

This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

This paper is a qualitative study of how social sciences faculty construct their research workflows with the help of technological tools. The purpose of this study is to examine faculty scholarly workflows and how both tools and practices support the research process. This paper could inform academic libraries on how to support scholars throughout the research process.

This is a qualitative study case study of ten faculty members from six research universities from the United States and Canada. Semi-structured interviews were conducted and recorded. Atlas.ti was used to code and analyze the transcripts; each participant was a separate case. Descriptive coding was used to identify digital tools used for collaboration; process and descriptive coding was utilized to examine practices in scholarly workflows.

Through case study analysis the results of this study include the role of technology in faculty research workflows. Each workflow was grouped into four categories: information literacy, information management, knowledge management, and scholarly communication. The findings included scholars creating simple workflows for efficiency and collaboration and utilizing workarounds.

The study did not observe faculty in the process of doing research and, thus, only reports on what the researchers say that they do.

The research is unique in that there is almost no research on how social scientists conduct their research workflows and the affordances/impasses of this process.