For information literacy researchers, librarians, and educators, Lloyd (information studies, Charles Sturt U., Australia) considers the definition of information literacy in education and workplace contexts from a sociocultural perspective. She draws on research to understand how information literacy occurs and describes its structure as a situated practice, examining how and why information skills manifest in specific ways as part of information practice. She first discusses the theory behind her study, then the different ways of thinking about information literacy in education, the workplace, and public library settings, and the concept of an information landscape. Distributed in North American by Neal-Schuman. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)