Information literacy has been a subject of interest for academic librarians for nearly thirty years, however special librarians have written comparatively little on the topic of information literacy in the workplace. It is an important issue as it provides an opportunity for special librarians to enhance their role in their organisation. This paper discusses the need for training in information literacy in the workplace and highlights the latest research and studies being undertaken in the field. Introduction t he AustrAliAN librAry ANd iNformAtioN AssociAtioN hAs defiNed iNformAtioN literacy 'as the ability to recognise the need for information and to identify, locate, access, evaluate and effectively use the information to address and help resolve personal, job related, or broader social issues and problems' (Bundy 2004). Bruce (1998Bruce ( , 1999 states that information literacy is 'about people' s ability to operate effectively in an information society'. It involves an appreciation of the need for information, to attain skills to locate, organise, evaluate information, and of effective use of information to solve problems, make decisions, create new knowledge and to supply information to others. Information literacy goes beyond simply acquiring the skills to use information tools and to find information resources. It includes lifelong learning and professional development, and the ability to interact in the information society.

Most research on information literacy has emerged from the academic sector and there is a lack of research undertaken in the workplace. To further expand on this area of study, a survey was undertaken to investigate librarians' understanding of information literacy and the application of information literacy in government libraries in Australia.Of particular interest is that many government librarians either do not include 'critical thinking' skills in their definition of information literacy, or if they do include it, they do not believe that they should have the responsibility for teaching it. This most likely reflects the difference in client base, students compared with adult professionals. There was a high response for instruction for online library services (catalogue, journals, databases and library website). This indicates a recognised need for instruction and the development of courses and support materials in these services.

This article explores career development support offered to, and used by, older people since 2000. The context includes changes in age discrimination legislation and state pension entitlement, which intertwine in their effect on labour market participation. Career development services have changed, with a marked divergence between the fragmented delivery in England and the all-age services elsewhere in the UK. Initiatives have been piloted, judged successful, but not robustly pursued. The article argues that rhetoric outruns resources and delivery, and contemplates the additional complication of the impact of the Covid-19 pandemic on older people and the economy.

We argue that older workers and retirees have a right to be esteemed as members of society. Few guidance activities currently focus on one of the final and important transitions in life, the process of retiring. This process raises challenges to personal identity and self-esteem which could be ameliorated by support in the later years of working life. But most guidance activities are aimed at youth or at people at job and/or education transition points earlier in their lives. With an ageing population, this will have to change. Geronto Guidance is a blind spot in lifelong career guidance.

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