In this paper, we review the literature on how information literacies are manifested in scholarly workflows for undergraduates, graduate students, and scholars, and the need to support integrating library resources into their knowledge practices, and how available tools support their needs. We argue that research is needed on how libraries and digital tools both support, and indeed teach, knowledge-building practices across the entire lifecycle of knowledge. Finally, we advocate for studying researcher and student workflows as a way to both improve the tools we make available, and more importantly, to inform us on the role(s) libraries can play in the shifting practices of research in an information-rich world.

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Purpose – The purpose of this paper is to provide a framework for implementing and “going live” with a new interlibrary loan system (ILL), ILLiad Document delivery system and RAPID ILL, in one semester. Design/methodology/approach – This paper provides a framework for implementing ILLiad and RAPID ILL through conducting a needs assessment, review of the existing practices and selection process of hardware/software, collaboration with stakeholders within the library and university for implementation, training and “going live”. Findings – This paper demonstrates how to implement a new interlibrary system in one semester. There are many benefits to implementing and “going live” in one semester. Staff training coupled with “going live” is essential to retain the new skill set and put it into practice. Finally, the most immediate and important impact of the new system was giving the university community (students and faculty) expanded access to collections and providing an overall better user experience. Originality/value – This article provides a framework for other libraries to use as a model when considering implementing a new ILL system, such as ILLiad and RAPID ILL, in the course of one semester.

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At a time when there is free access to a multitude of information, the knowledge society entails the development and mobilisation of a set of competencies of selection and application of this knowledge in a reasoned and conscious way. It is in this context that higher education should develop its activities, and it is widely recognised that digital literacy encompasses the essential and transversal abilities to any higher level training, that translate into a good preparation for a successful future professionalization. However, sometimes this does not happen; hence, this short communication seeks to reflect on this problem that is central to the training activity in higher education, analysing some implications of this situation, as well as recommendations.