Theory is a critical element of research, providing the intellectual scaffolding that is necessary for its development, implementation, analysis, interpretation and critical evaluation. Theory provides the necessary concepts that can be employed to describe a phenomenon or practice as it is experienced and/or performatively enacted. Knowledge from theory is always a view from somewhere (Barad, 1996) and the knowledge provided by social theory draws attention to certain forms of knowledge and ways of knowing, i.e. different contexts, different concepts and different truths (Lloyd, 2005). Theory makes visible our standpoint or our assumptions and beliefs – our ontological and epistemological positions – and it scaffolds our decisions about methodology (Lloyd, 2021,18).

The theories presented in this book provide us with a range of perspectives and concepts that enrich our understanding of information literacy practice. The ontological and epistemological emphasis acts to alert us to differences and centre the lived experience of the practice. Overall, however, the broad palette of social theories makes a claim for the situatedness of the experience of information literacy. This is realised through a focus on the conditions of social life, including the sociomaterial aspects of practice, power, social dynamics and the role of epistemic narrative structures that promote specific forms of discourse and actions via a web of ruling relations.

Nevertheless, silences remain – with chapters exploring the sufficiency of democratic theory (on which the premise of information literacy as central to citizenship is built) and the critical contribution of corporeal information and intra-actions to ways of knowing. Pointing to the need for further research, these silences also have implications for teaching practices. If information literacy is understood as a political practice and a cultural tool, educational delivery must be carefully and critically understood in terms of hegemonic power and positionality – as well as through an acknowledgement that there are multiple sources of information and consequently, multiple ways of knowing.

The wider theoretical landscape

One of the overarching aims of this book was to reflect on the theoretical landscape of information literacy, with the goal of drawing out observations related to how theory contributes to and shapes information literacy research. Analysis of the various chapters in this book make clear that work with theory can be done in many different ways and there is great variation in strategies employed by the authors when theorising information literacy.