Information Intermediaries and Information Resilience: Working to Support Marginalised Groups

Abstract

Information resilience has become a topic of interest to the information science community in recent years. The COVID‐19 pandemic has shone a light on the vulnerability of information and other networks and the impact on information providers and the information seekers who rely on them. In an exploratory study, we interviewed support workers who act as information intermediaries as part of their work roles about their experiences of providing information to vulnerable and marginalised people during the UK COVID‐19 lockdown. We present findings organised in three themes: shifting client information needs and support provisions, adjusting information sharing and communication practices and workarounds for physical information work. Throughout the themes, information resilience is evident as information intermediaries adapt their work practices to ensure they can continue to serve their clients. In this first stage of research our findings provide insight into the changes to information intermediaries' information behaviour and information work during a crisis, as well as the impact of these changes on the services they provide.

Navigating Higher Education: Insights from First‐Generation Doctoral Students

“…As P7 shared: “If you're coming from a minority background like myself, you'd think you don't feel entitled to ask for support. From a resource perspective, you had either scarce resources or you knew there were setbacks if you asked for it.” By actively sharing information, providing guidance, and connecting individuals to relevant resources, these responses about the mentors resonate the role of information intermediaries in building social capital within disadvantaged communities (Buchanan et al, 2019; Nicol et al, 2022).…”

“…As Calarco (2020:2) privileged backgrounds tend to gain more rewards in academia since they have friends or family members who have been to grad school and can guide and help them uncover hidden curriculum. Information thus plays a critical role in eliminating educational and professional inequalities by supporting doctoral students and early career researchers to access key resources (Moore & Singley, 2019;Sloan & McPhee, 2013;Willson et al, 2022). Prior research has assessed information practices by non-dominant groups, including students with underrepresented backgrounds, seeking information to (re)build social capital, support wellbeing, and improve positive learning experiences (Chang et al, 2022).…”

Fractured academic space: digital literacy and the COVID-19 pandemic

“…The impact of COVID 19 on working practices has become a topic of research including the initial shift to remote working (e.g., Adisa et al, 2021;Aidla et al, 2021;Delfino & Van der Kolk, 2021;Nicol et al, 2022), onboarding and socialisation periods of new employees during this time (e.g., Woo et al, 2022;Willson et al, 2022) and ongoing considerations related to the return to in-person working (e.g., Wilf, 2022). Still predominantly focusing on white collar working practices, these studies acknowledge the major impact of the pandemic on access to social information modalities, including the…”

“…The impact of COVID-19 on working practices has become a topic of research including the initial shift to remote working (e.g. Adisa et al, 2021;Aidla et al, 2022;Delfino and Van der Kolk, 2021;Nicol et al, 2022), on-boarding and socialisation periods of new employees during this time (e.g. Woo et al, 2022;Willson et al, 2022) and ongoing considerations related to the return to in-person working (e.g.…”

“…Adisa et al. , 2021; Aidla et al ., 2022; Delfino and Van der Kolk, 2021; Nicol et al ., 2022), on-boarding and socialisation periods of new employees during this time (e.g. Woo et al ., 2022; Willson et al ., 2022) and ongoing considerations related to the return to in-person working (e.g.…”