For the practicing information professional this work presents theoretical and practical frameworks of significant value. For the information academic a number of the insights offered by this work draw attention to emerging epistemic cultures that have caused recent research to question the more traditional notion of information literacy skills and their formalised learning. There are “other ways of learning” and these are amply highlighted by the different contributors. This work suggests new ways of looking at information literacy contexts in the light of practice theory and sociocultural theory, both of which tend to suggest strongly that information and knowledge are both site specific. The repercussions of this on the more formalised teaching of information skills that has been the “norm” heretofore, will be some time in their development. What this work highlights however is that there is no easy compartmentalisation possible with the concept of information literacy – a tendency that has rather over engineered our consideration of the subject to the present time. For some time now we have been rather preoccupied with teaching information literacy skills in a formal educational setting. Lloyd and Talja encourage us to break free from this rather limited context and consider the wider social issues of all the information literacies.