Social Cognitive Theory is a theory that derives from Psychology yet has been adopted in other interdisciplinary subject areas, including information science. The origins and key concepts of Social Cognitive Theory are presented, and the value of its contributions to information science research analysed, with particular reference to research into information-seeking behaviour and use and knowledge sharing. Prior applications of Social Cognitive Theory in information science research are related to a study of employee-led workplace learning and innovative work behaviour that has been designed to create new insight on: (1) workplace information literacy; (2) knowledge management; and (3) the relationship between information behaviours and innovation processes. It is anticipated that this research will also extend understandings of Social Cognitive Theory as a valuable tool for theory development across a range of domains that focus on learning processes.

PurposeOrganisational culture and leadership, employee skills and aptitudes, access to resources, and training are regularly cited as important determinants of the development of innovative work behaviour (IWB). The purpose of the work reported in this paper was to investigate a further set of possible determinants of the development of IWB: those that are information-related.Design/methodology/approachA mixed methods approach was adopted. Quantitative and qualitative data were collected by questionnaire, interview and focus groups in three large public sector case study organisations in Scotland, Finland and England.FindingsA set of information-related determinants of the development of IWB is evidenced, adding to the list of determinants that are already well documented. Notably workplace information literacy (IL) appears to furnish a bridge between determinants of the development of IWB and workplace learning.Originality/valueThat information-related determinants may be valuable to the development of IWB has not previously merited specific consideration, nor been recognised, in the wider IWB literature. The identification of these determinants in this research should encourage researchers and professionals beyond the domain of information science to pay serious attention to IL. This is particularly important in respect of the role of workplace IL in processes that lead to new knowledge creation and innovation.

Workplace learning and employee‐led innovation are related. For example, mistakes made when learning may spur innovation. Investigated in this paper is the role of information literacy in the learning of innovative work behaviour in the workplace, and the associated information behaviours that allow for innovative work behaviour to develop. Thus, interactions between people, information and innovation are a main focus. The findings derive from analysis of data generated in twelve semi‐structured interviews conducted within a Finnish organisation. Employee perceptions on the role of information in the workplace, and its role in supporting the learning of innovative work behaviour, are explored. The analysis reveals that: (1) information literacy skills serve as a prerequisite for workplace learning; (2) information behaviours support the learning of innovative work behaviour and; (3) a variety of information sources support employees as they learn to behave innovatively.

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