Contextualised dictionary literacy, information literacy and information behaviour in the e-environment

Abstract

Purpose Needs for information literacy, disparities in society, bridging digital divides, richness of information sources in electronic (e-)environments and the value of dictionaries have often been propagated. To improve information sources and information literacy training, information behaviour must be understood (i.e. all information activities). This paper conceptualises new opportunities for information sources (e.g. electronic dictionaries) to all society sectors, dictionary literacy and research lenses such as lexicography to supplement information literacy and behaviour research. Design/methodology/approach A scoping review of information literacy and behaviour, lexicography and dictionary literature grounds the conceptualisation of dictionary literacy, its alignment with information literacy, information activities and information behaviour and lexicography as additional research lens. Findings Research lenses must acknowledge dictionary use in e-environments, information activities and skills, meanings of information and dictionary literacy, the value of e-dictionaries, alignment with information behaviour research that guides the development of information sources and interdisciplinary research from, e.g. lexicography – thus contextualisation. Research limitations/implications Research implications – information behaviour and information literacy research can be enriched by lexicography as research lens. Further conceptualisation could align information behaviour, information literacy and dictionary literacy. Practical implications Dictionary training, aligned with information literacy training, can be informed by this paper. Social implications The value of dictionary literacy for all sectors of societies can be improved. Originality/value Large bodies of literature on information behaviour and lexicography individually do not cover combined insights from both.

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